





IPxe -Clmrc 



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COPYRIGHT DEPOSITS 



THE CHURCH SCHOOL 







PLAN OF FIRST FLOOR 

Community House 

Congregational Church 

Winnetka (III.) 




Ground Plans of Community House. The building which 
serves the educational purposes of the Congregational Church 
in Winnetka, Illinois. Notice the large number of separate 
classrooms, each of which is entered from a hall. Note also 
the gymnasium and the large rooms available for departmental 
and assembly purposes. 



THE 

CHURCH SCHOOL 

By WALTER S. ATHEARN 

Professor of Religious Education 
Drake University 




THE PILGRIM PRESS 

BOSTON ;: NEW YORK :: CHICAGO 






Copyright, 1914 

by 

WALTER S. ATHEARN 



juu*a 1914 

THE PILGRIM PRESS 
BOSTON 



t 



©CI.A37G727 






J 



THIS BOOK IS AFFECTIONATELY DEDI- 
CATED TO MY WIFE, AND TO MY 
CHILDREN, CLARENCE AND GERTRUDE. 



FOREWORD 

This volume is the outgrowth of a commis- 
sion report on "The Correlation of the Educa- 
tional Agencies of a Local Church" presented 
at the Cleveland meeting of the Religious Edu- 
cation Association. This report awakened 
widespread interest. As chairman of this com- 
mission the writer has received many requests 
for details of organization and nature and con- 
tent of curriculum suited to the various periods 
of unfolding childhood. 

The introduction of courses in religious edu- 
cation into colleges, seminaries and city insti- 
tutes has created a demand for textbooks which 
will open up the whole field and direct the stu- 
dents to the literature and material now acces- 
sible. 

This volume is not an attempt to assemble the 
popular practices in the church schools of our 
times. The author believes that nothing is 
practical which is not founded on the best edu- 
cational theory. The great need of the church 
schools of our day is leadership capable of eval- 
uating practice in terms of well-established the- 
ory. Progress in religious education must not 
be a matter of accident — the chance survival of 
that which works. Trained specialists, having 
at their disposal scientifically-equipped labora- 

[vii] 



THE CHUECH SCHOOL 

tories endowed liberally for research, must 
guide practice. 

Eeligious pedagogy is the youngest of all the 
offshoots from general psychology. Very much 
is yet to be discovered, but there are already 
many results from the fields of general psy- 
chology and the psychology of religion which 
may be taken over into the field of religious 
education. 

This volume is an attempt to give religion 
the advantage of the scientific research that 
has done so much to increase the efficiency of 
secular education. It accepts as its fundamen- 
tal proposition the doctrine of growth. It be- 
lieves that every child is God's child from the 
beginning, capable of growth and unfolding un- 
til he "attains unto the perfection of the 
Father.' ' It seeks those methods by which a 
child may "grow up a Christian and never 
know himself to have been otherwise." It 
seeks to find not what is being done, but what 
should be done to attain the desired end. 

The theories herein advocated have been put 
to practical test under the author's observa- 
tion. He believes that the principles of the 
church school set forth in this volume must be 
put into operation in every community which 
seeks the religious culture of its youth. This 
program will cost money and it will require 
trained leadership, but it will produce results. 

The author wishes to acknowledge his obli- 
gation to all who have contributed toward the 
completion of this volume. Special acknowl- 

[ viii ] 



edgment is due to Dr. E. D. Starbuck, of the 
State University of Iowa, who has read the 
manuscript and given invaluable suggestions; 
and to Miss Grace Jones, Professor of Method- 
ology in the School of Eeligious Education, 
Drake University, for her valuable assistance 
in both the library and the laboratory while 
this volume has been in preparation. 

The author sends this book out with the hope 
that it will be helpful to that rapidly increasing 
body of religious workers who seek to give the 
practices of the church school the support of 
sound educational theory. 

Waltee S. Atheaen. 

Des Moines, Iowa, April 4, 1914. 



[ix] 



CONTENTS 

I. Functions, Activities and Program . . 1 

Reference Books on Principles of Education . 8 

II. The Need of Correlating the Educa- 
tional Agencies of the Church . . 10 
The Present Condition of the Church's Educational 
Organizations — No Definite Purpose for Organiza- 
tions — The Overlapping of Similar Work — The Faith- 
ful Few Overworked — Much Needed Educational 
Work Omitted — The Lack of Supervision — The Lack 
of Correlation — The Absence of Promotions — Sum- 
mary- 
Bibliography 23 

III. Organization 26 

General Organization — Departmental Organization 

Bibliography 35 

IV. The Cradle Roll Department ... 38 
Scope — Organization — The Cradle Eoll Child — The 

Educational Duty of the Home — Activities — Meetings 
— The Eelation of Cradle Roll Children to the Church 
School — The Cradle Roll Department and the Church 
Nursery — Equipment 

Classified Book Lists for Cradle Roll Workers 52 

V. The Beginners' Department ... 56 

Scope — The Nature of the Child in the Beginners' 
Department — The Nature of the Curriculum — The 
Material of the Curriculum — Expressional Work for 
Beginners — Organization — Equipment — Program- 
Tests for the Beginners' Department — Songs for the 



THE CHURCH SCHOOL 

Beginners' Department — Pictures Appropriate for Be- 
ginners 

Classified Book Lists for the Beginners' De- 
partment 81 

VI. The Primary Department .... 85 

Scope — The Nature of the Primary Child — The 
Characteristics of Primary Play — The Moral Signifi- 
cance of the Primary Period — The Material of the 
Curriculum — Expressional Work for the Primary De- 
partment — Organization — Equipment — Program — 
Tests for the Primary Department — Songs for the 
Primary Grades — Pictures Suitable for the Primary 
Grades 

Classified Book Lists for the Primary Department 115 

VII. The Junior Department .... 120 

Scope — The Nature of the Junior Child — The First 
Period of Doubt — Conversion — The Material of the 
Curriculum — Cultivating the Church-Going Habit — 
Music for the Junior Department — Expressional Ac- 
tivity — Organization — Program — Equipment — Tests 
for the Junior Department — Memory Work for Junior 
Grades — Junior Poems and Songs — Picture Study for 
the Junior Grades 

Classified Book Lists for the Junior Department 166 

VIII. The Intermediate Department . . . 173 

Scope — The Nature of the Intermediate Child — 
Problems of Adolescent Development — The Nature of 
the Curriculum— Art and Adolescent Education — Ex- 
pressional Activities — Organization — Equipment — Pro- 
gram 

Classified Book Lists for the Intermediate De- 
partment 236 

IX. The Senior Department .... 244 

Scope — The Nature of Senior Pupils — Determining 
Factors in the Senior Years — The Nature of the 

[xii] 



CONTENTS 

Senior Curriculum — Expressional Activities — Organ- 
ization — Program — E quipment 

Classified Book Lists for the Senior Department 272 

X. The Adult Department .... 279 

Scope — Organization — The Eeligious Needs of an 
Adult — The Kinds of Classes Maintained — Elective 
Courses — The Church College — Class Loyalty — The 
Sunday Program 

XL The Home Department . . . . 292 

Scope and Organization — Supervision of the Home 
Work of Children — Supervision of the Home Work 
of Adults 

XII. The Teacher Training Department . . 298 

Candidates for Teacher Training — Eequirements for 
Teacher Training — A Teacher's Growing Library — 
Equipment for a Teacher-Training Class — Courses of 
Study for Training Classes — The Nature of the Text- 
books — Sources of Students for Training Classes — A 
Dedication Service — Teachers for the Training Classes 
— Cooperation with City Institutes 

Bibliography 309 



[ xiii ] 



LIST OF ILLUSTRATIONS 



Ground Plans of Community House 



Frontispiece 

FACING 
PAGE 



Homelike Room for Beginners' Class . 

An Ideal Room for the Beginners' Department 

A Primary Class at Work .... 

An Attractive Primary Department . 

A Group of Boys in the Junior Department 

An Ideal Room for Junior Boys and Girls 

Young Men's Class for Study and Discussion 

Class of Young Men Meeting for Bible Study 

Class of Young Women .... 



A Primary Superintendent Training Her Group 
of Assistants 



56 
56 

85 
85 
120 
120 
279 
279 
298 

298 



[xv] 



THE CHURCH SCHOOL 



CHAPTER I 

FUNCTIONS, ACTIVITIES AND 
PROGRAM 

1. Functions 

The functions of the church school are, (a) 
to develop intelligent and efficient Christian 
lives consecrated to the extension of God's 
kingdom on earth, and (b) to train efficient 
leaders for all phases of church work. 

The church that fails to provide a school 
for the training of workers for its various ac- 
tivities will be forced to call into leadership 
men and women who are unprepared for the du- 
ties they are asked to perform, and the work of 
the church will suffer as a consequence. Ef- 
ficient church work demands trained leadership, 
and training for leadership is one of the func- 
tions of the church school. It follows that the 
church school must be as comprehensive as the 
church itself. 

2. Activities 

The activities of the church school are (a) 
teaching, and (b) worship. 

[1] 



THE CHURCH SCHOOL 

In insisting that the church school shall be- 
come a real school we must not forget that it is 
a. The piace to be a religious school. It will dif- 
the chwch p in f er from tne Public school not only 
school in the content of the curriculum, but 

also in the place of worship in the program. Its 
methods will be scientific, its teaching will be 
thorough, its atmosphere will be surcharged 
with religion. The songs, the prayers, the or- 
der of service, the attitude of teachers and of- 
ficers will give an emotional coloring to the 
facts of the lesson that will make them always 
differ from facts presented under different cir- 
cumstances. The simple law of memory — that 
things held before the mind at the same time 
tend afterward to suggest each other — holds 
true of emotions as well as of sensuous im- 
agery. An object revived in memory not only 
recalls other objects, but it recalls also the emo- 
tions experienced when the objects were first 
presented to the mind. Biblical facts, to have 
value as religious truths, must be associated 
with emotional responses, and then passed over 
into conduct so that the subsequent recall of the 
fact will reinstate the emotion and issue in a 
godly deed. The lessons in the church school 
should be taught in an atmosphere of rever- 
ence, and every lesson should close with prayer, 
the teacher lifting the facts of the lesson over 
into the realm of feeling and tying them to the 
shies so that these facts will forever differ from 
all other facts in that they will reinstate a re- 
ligious feeling and inspire a religious act. 

[2] 



FUNCTION AND PROGRAM 

When all one's experiences have been lifted 
into the presence of God, one will live and move 
and have his being with the consciousness of 
God as an ever present fact. 

The teaching act must include both instruc- 
tion and expression. It is now generally be- 
b. The place lieved that all consciousness is mo- 
?n the P chur° C h tor — that nothing comes in through 
school -fl^ senses that does not tend to 

pass out through the muscles. Not only do 
bodily acts follow upon consciousness, but each 
act performed reacts upon consciousness, 
"carrying with it a sense of reality and a feel- 
ing of appropriation and possession.' ' The re- 
action from the physical expression makes the 
act real. In the words of Stratton, "The feel- 
ing of what is occurring in our veins and 
muscles rolls back upon the mind and gives the 
mental state definiteness and 'body.'" 1 In 
other words, an object ceases to be "foreign' ' 
and becomes a part of one's self as soon as it 
has passed into his consciousness through the 
motor process. It is then vitally a part of the 
actor. 

James recognizes two important aspects of 
the content of consciousness. He speaks of the 
concrete as "substantive" elements of con- 
sciousness, — facts of color, loudness, sharpness, 
which we call sensations. These are relatively 
passive, static elements. Besides these con- 
crete elements the mind contains also less con- 

1 Experimental Psychology and Its Bearing upon Culture, 
p. 269. 

[3] 



THE CHUECH SCHOOL 

crete, " transitive ' ' parts, "fringes," relations 
or links, snch as sameness, causation, etc. An 
object is the same as another, cansed by some- 
thing, liked or disliked, chosen or rejected. 
These aspects of consciousness give a sort of 
universality to experience, while the concrete 
sensations seem transitory and more or less 
accidental. These aspects arise when the mind 
crete, "transitive" parts, "fringes," relations 
is actively doing something with the sensation. 
These aspects, once created, make the object a 
part of the self and it is always thereafter im- 
aged in terms of the self. It is the constructive 
activity which makes knowledge a part of the 
self. 

God will be a "foreigner" until some act of 
prayer, or worship, or service makes him a part 
of the self. ' ' Faith apart from works is dead, ' ' 
and "If any man willeth to do his will, he shall 
know of the teaching" seem to recognize the 
connection between activity and belief. We not 
only learn to do by doing, but we also learn to 
know by doing. 

A sense of reality and identity with the self 
will only attach to those facts which have been 
dynamically acquired. Children may come to 
know about God from verbal memory of facts 
and precepts, but children who are really to 
know God as a personal presence, in whom they 
are to "live, move and have their being," must 
do something with God. They must use him in 
the performance of their daily tasks. The 
sense of the presence of God thus acquired will 

[4] 



FUNCTION AND PROGRAM 

give the mystic's assurance of reality which 
logic and argument can never overthrow. 

The church school must undertake two types 
of expressional work, as follows : 

T eg of (1) There must be a response to 

Expressional the instruction given which will fix 
the facts presented in the con- 
sciousness of the pupil. There must be 
no impression without a corresponding ex- 
pression. The lesson story must be told back 
to teacher or parent. The map must be 
drawn or modeled as well as seen. This re- 
quires individual response on the part of 
each pupil. The teacher must hear pupils re- 
cite, as well as present new truths to them. 
He must be provided with blackboards, maps, 
charts, models, work tables, etc., and he must 
require composition and notebook work, map 
making, modeling and handwork appropriate 
to the subject and the pupil. 

In addition to vitalizing the truth taught, ex- 
pressional work of this kind adds an interest 
and a charm which can be secured in no other 
way. " Every child born in the image of the 
Father finds his highest joy in creation. In 
education we have learned that if we would best 
develop the royal H's, the Head, Heart and 
Hand, it is necessary to provide materials 
which, with high effort and much love, may be 
fashioned into simple objects of beauty." 1 

(2) In addition to the type of response which 
will fix the lesson in the mind of the pupil, there 

1 Seegmiller, Primary Hand WorTc, p 7. 
[5] 



THE CHURCH SCHOOL 

must be another type which will carry the les- 
son over into life habits. The curriculum must 
pass over into conduct. It is not enough to give 
the pupil what James calls the systematic reso- 
nance; we must also give him what Hirn in his 
" Origins of Art" calls the social resonance. 
The story of the Good Samaritan must be re- 
told, visualized, written in a notebook and thus 
fixed in consciousness, but the child's experi- 
ences must also be so organized that he will live 
the story of the Good Samaritan in his daily 
life. He must know how it feels to act his 
ideals in the presence of his fellows. To this 
end the church school must connect up with the 
home, the day school and the community. In 
another chapter we shall point out the need of a 
correlation of the educational agencies of a lo- 
cal church. 

Secular education does not separate the 
class-room from the laboratory, and the church 
must no longer divorce instruction and expres- 
sion. Habits of religious expression are 
formed just as other habits are formed, and 
the church must give religion the benefit of all 
the research in psychology and pedagogy which 
is so rapidly improving the methods of the pub- 
lic schools. 

The arguments which have given us the 
graded church school curriculum must also give 
us graded worship and graded expression. A 
child must be taught to live a full life in all the 
world he knows ; and as his world grows larger 
his religious life should keep pace with his ex- 

[6] 



FUNCTION AND PROGRAM 

panded horizon. In the chapters of this volume 
dealing with the departments of the church 
school an attempt has been made to point out 
types of expressional work suitable to the va- 
rious stages of unfolding life. The efficient 
administration of an educational program 
demands emphasis on the fact that religious 
expression is a part of the process of religious 
teaching. It must follow that the organizations 
that have sprung up as agencies for the expres- 
sion of religious life must be correlated with 
the church school and that one board of officers 
must administer both sides of the educational 
program. "When a student is promoted from 
one department of the church school to another, 
he should pass by virtue of the promotion into 
all phases of the work of the new department. 
At the close of the Senior course the school 
should make it a part of its business to see that 
each student is actively identified with some of 
the adult organizations of the church. 

3. Pkogeam 

If the activities of the church school are 
teaching and worship, and teaching consists of 
instruction and expression, it is clear that the 
program of all departments of the church 
school must consist of three parts : worship, in- 
struction and expression. The program would 
arrange these parts as follows : 

a. Period of real and reverent worship, 
suited to the age, experience and needs of the 
department. 

[7] 



THE CHUECH SCHOOL 

b. Period of instruction. This is the regu- 
lar class period. The graded lessons will suit 
the subject matter to the capacity and needs of 
the students. 

c. Period of training for and in Christian 
service. This period of the program will take 
the place of the Junior, Intermediate and 
Senior Societies now meeting under separate 
management. 

These three periods can be united into one 
exercise lasting from one hour and a half to 
two hours. This arrangement secures the at- 
tendance of all who are in the church school 
upon all the expressional services suited to 
their years. It secures a correlation of instruc- 
tion and expression, and makes possible a unity 
of supervision that prevents the overlapping of 
agencies. 

REFEBENCE BOOKS ON PRINCIPLES 
OF EDUCATION 

Bolton, Principles of Education, $3.00. Charles Scrib- 

ner's Sons, New York. 
Henderson, Text Book in the Principles of Education, 

$1.75. The Macmillan Co., New York. 
Klapper, Principles of Educational Practice, $1.75. D. 

Appleton & Co., New York. 
Thorndike, Educational Psychology, Vol. 1, $2.50. 

Teachers' College, Columbia University, New York. 
McDougall, Introduction to Social Psychology, $1.50. 

John W. Luce & Co., Boston. 
Home, Psychological Principles of Education, $1.75. The 

Macmillan Co., New York. 
MacCunn, The Making of Character, $1.25. The Mac- 
millan Co., New York. 

[8] 



FUNCTION AND PKOGKAM 

Baldwin, Development and Evolution, $2.60. The Mac- 
millan Co., New York. 

Kirkpatrick, Fundamentals of Child Study, $1.25. The 
Macmillan Co., New York. 

Thomson, Heredity, $3.50. G. P. Putnam's Sons, New 
York. 

Seashore, Psychology in Daily Life, $1.50. D. Appleton 
& Co., New York. 

Coulter and others, Heredity and Eugenics, $2.50. Uni- 
versity of Chicago Press, Chicago. 

Galloway, The Principles of Religious Development, $3.00. 
The Macmillan Co., New York. 

Bagley, The Educative Process, $1.25. The Macmillan 
Co., New York. 

Hartshorne, Worship in the Sunday School, $1.25. 
Teachers' College, Columbia University, New York. 

Coe, Education in Religion and Morals, $1.35. Fleming 
H. Revell Co., New York. 

Coe, The Spiritual Life, $1.00. Fleming H. Revell Co., 
New York. 

Starbuck, The Psychology of Religion, $1.50. Charles 
Scribner's Sons, New York. 

King, Education for Social Efficiency, $1.50. D. Apple- 
ton & Co., New York. 

Starbuck, "Hopeful Lines of Development of the Psychol- 
ogy of Religion," in Religious Education, Vol. 8, 
pp. 426-429, December, 1913. 

Athearn, "Contribution of General Psychology and 
Pedagogy to Religious Education," in the Sunday 
School Encyclopaedia. Thomas Nelson and Sons, New 
York. 

Bushnell, Christian Nurture, $1.25. Charles Scribner's 
Sons, New York. 



[9] 



CHAPTEB II 

THE NEED OF CORRELATING THE 

EDUCATIONAL AGENCIES OF 

THE CHURCH 1 

In order to know whether closer adjustment 
is needed between the Sunday school and the 
i The Present var i° us young people 's societies of 
condition of the local church, there should be an 

the Church's 7 . . 

Educational examination 01 existing organiza- 

Organization ° ? 

tions with reference to their pur- 
pose, methods and condition. One of the most 
fruitful sources for such investigation is 
through questioning a number of representa- 
tive churches, as it is assumed that other 
churches would reveal approximately the 
same conditions. For this purpose, a ques- 
tionnaire was sent to the pastors of one 
hundred churches. The list was confined 
to churches within the Missouri Valley, 
in order that climatic and other general 
conditions might be similar. Ten different 
Protestant denominations were represented in 
the list, in order that all methods of organiza- 
tion might be included. Churches were selected 
which ranged in membership from twenty-six 

1 An extract from an unpublished thesis prepared under the 
author's direction by Mr. Koy L. Thorp, B.D., a graduate 
student in religious education. 

[10] 



COBKELATION OF AGENCIES 

to two thousand seven hundred and ninety-one, 
or about two hundred and fifty members on the 
average, and were located in the country, in vil- 
lages of varying size, in towns and in cities. 
This was thought necessary in order that the 
needs of the smallest and the methods of the 
largest might be known. One-half of the pas- 
tors replied by filling out regular blanks and 
the rest through personal interviews. Some of 
the questions did not apply to all the churches 
and naturally some answers are too indefinite 
to be of any value. Conclusions have been 
drawn only from definite answers given. The 
following list of questions was used : 

1. What is the membership of your church, 
Sunday School, Young People's Societies, 
Senior Endeavor, Intermediate, Junior, Broth- 
erhood, missionary societies, prayer meeting 
and other organizations! 

2. What is the main purpose of each organ- 
ization in your church scheme, e. g. prayer 
meeting? 

3. What has been the success of each organ- 
ization in attempting to realize that purpose; 
the Sunday school, e. g. ? 

4. List the activities of your organized Sun- 
day-school classes. 

5. Do organized classes tend to increase or 
decrease attendance and effectiveness in Young 
People's Societies, etc.? 

6. Are there instances where similar lines of 
work intended for the same group of people 
overlap 1 

[11] 



THE CHUECH SCHOOL 

7. What needed educational work for any 
age is omitted? 

8. What plan of program and library equip- 
ment have you for your missionary societies' 
study? 

9. Do you have a system of promotion in 
your Sunday school, Young People's Society, 
etc.? 

10. How many take part in prayer meeting, 
Young People's Societies, etc.? 

11. What supervision, if any, has the church 
over its various organizations? 

12. What system has the church for using 
people trained in organizations ? 

13. What plan and course have you for 
Teacher Training? 

14. Use the back of this sheet to record any 
experiment you have made to increase effec- 
tiveness in any organization. 

In response to the first question, there were 
reported 24,827 church members, 17,100 in Sun- 
day school, 3,304 in Young People's Societies, 
406 in Intermediate societies, 888 in Junior so- 
cieties, 969 in men's organizations, 3,576 in 
women's missionary societies and 1,472 in 
prayer meeting. There were a few other 
groups of various kinds, but not enough to con- 
sider in a general study. This shows that the 
enrolment of the Sunday school is 68 per cent 
of the membership of the church. Considering 
the number of children in Sunday school, this 
means that much less than half of the church's 
constituency is receiving such vital training as 

[12] 



CORRELATION OF AGENCIES 

the Sunday school claims to give. Considering 
the number of adults in the school, it means 
that there are less than one-half as many of the 
oncoming generation in training for the work 
of the church as are now in the church. Either 
the church's membership will be reduced, or it 
will be made up of a great number who have 
not had the advantages of early training for 
Christian work. 

Compared with the church membership the 
Young People's Society has 13.31 per cent; 
the Intermediate, 1.63 per cent; Juniors, 
3.55 per cent; Brotherhoods, 3.89 per cent; 
missionary societies, 14.40 per cent and 
prayer meeting, 5.75 per cent. All these organ- 
izations combined have a membership of only 
42.78 per cent of the church membership. In- 
asmuch as the same people are in a great num- 
ber of these organizations, it is evident that a 
very small percentage of the church member- 
ship is being cared for. 

Each organization claims for itself a great 
field, but surely the field is not being cultivated. 
Probably less than one-fourth of the member- 
ship of the church is definitely allied with some 
organization aside from the Sunday school, 
which seems by far the strongest department. 
One might say that this percentage is unfair, as 
not all the churches in the list have all the or- 
ganizations. It is true that they do not, but this 
only indicates that a great host in our small 
churches are not receiving what the larger ones 
claim to have. Since the combined membership 
[13] 



THE CHURCH SCHOOL 

in small churches probably exceeds that in the 
larger, the defect of our present system is evi- 
dent, for a church of less than two or three hun- 
dred members cannot carry on all these forms 
of activity successfully. 

Question two revealed general conditions 
rather than specific ideas. Many of the written 

xt ^* • answers on "the purpose of each 

2. No Definite . .. ,,,«,,, r 

Purpose for organization' ' left the question en- 
tirely blank, while others only 
gave a general purpose to include all. When 
asked in interview as to the purpose of certain 
groups, such as Young People 's Societies, many 
pastors seemed dazed for a moment, and then 
some said, "Well, the same as all Young 
People's Societies, — what is that?" Some 
frankly admitted that they had no definite pur- 
pose in mind, and others seemed to search their 
mind for what they had read from the founders 
or promoters of such movements. No matter 
in what way they answered, only a small per- 
centage of the pastors showed any definite pur- 
pose for each organization, or that these so- 
cieties had any definite aim, which they were 
holding as their goal. Instead, pastors seemed 
to have found them in the churches they en- 
tered, and considered it their duty to keep them 
going, or else they were started because they 
had them in other churches. This lack of defi- 
nite purpose would naturally spell failure, even 
if the original aim of the founders were the 
highest. 

Answers as to "success" revealed something 

[14] . 



CORBELATION OF AGENCIES 

of the same nature. The difficulty is that one 
cannot determine the criteria by which success 
has been measured. Where the purpose was in- 
definite, they could not measure by that, yet 
this class reported the greatest success, even if 
the figures denoted otherwise, while those 
seemingly more successful were the most mod- 
est in their statements. Those who realize 
their problems are working on them, realizing 
the distance of their goal. More hopeless are 
those who do not realize their problems and are 
satisfied with merely keeping up appearances, 
while many indicate a spirit of self-satisfaction. 

A great difficulty in our present system 
seems to be an overlapping of similar types of 

Th ov r wor k designed for the same group 
lapping of of people. Thirty-four churches 

Similar Work i i -i • i n 

reported no overlapping, most or 
these being smaller churches where there were 
few organizations. Fifteen mentioned an over- 
lapping between Sunday-school classes and 
Young People's Societies. Most reports did not 
show much activity in organized Sunday-school 
classes aside from boosting the class enrolment, 
which would have no effect on Young People's 
Societies. If they are carried on by the plan of 
the International Sunday School Association, 
there must be an overlapping. The social com- 
mittees of both are supposed to look after the 
social life of the members. Each has a mission- 
ary committee to interest the members in mis- 
sions. The Sunday-school class has a devo- 
tional committee corresponding to the prayer 

. [16] 



THE CHUECH SCHOOL 

meeting committee of the Young People's So- 
ciety, and class prayer meetings are urged. 
Other committees belong to both, such as 
flower, citizenship, lookout, etc. Six report a 
decrease in effectiveness while eleven, by divid- 
ing the work, felt that they helped one another. 

Men's classes and Brotherhoods have the 
same problems, and many have combined these 
into one organization. Four report the prayer 
meeting and Young People's Societies as over- 
lapping. This is especially true in many small 
churches where the older people take part in 
Young People 's Societies, and the two meetings 
are carried on in precisely the same fashion. 
It is also true that few young people attend 
prayer meeting. Six report an overlapping in 
attempts at missionary work between societies, 
or Sunday-school committees and societies. 
Nine others mention some form of overlapping. 

Even this does not tell the whole story, for 
there is a great drain on a few people for dif- 

The Faith- f eren t sorts of work. Eight volun- 
fui Few over- teered the statement that a few are 
in all organizations. One said, 
"The prayer meeting attendants are the best 
all-round church workers.' ' The question is, 
whether they are the best all-round church 
workers because they attend prayer meeting, 
or vice versa. The faithful feel that it is their 
duty to attend all meetings, and indeed their 
presence is necessary. Imagine the Sunday 
schedule of one who teaches a Sunday-school 
class, attends morning church service, superin- 

[16] 



COEEELATION OF AGENCIES 

tends the Juniors, helps with the Intermediates, 
attends Teacher-Training Class, Senior En- 
deavor and evening service. Such is known to 
be the case with some, and many lack only one 
or two of these services. Add to this one's 
Sunday work and is it any wonder that many 
break down under such a strain? 

In comparison with these people, note the 
modern pastor, especially in the smaller 
churches. He is expected to be present at and 
give life to nearly all meetings. One leading 
pastor said, ' ' The modern pastor is expected to 
be a machinist instead of a preacher. It takes 
all his time to oil the machine and nurse infant 
organizations. ' ' It is often true that only 
through the pastor's attention and assistance 
some organizations keep alive. Such being the 
case, his study must be neglected and he cannot 
constantly give a masterly message, for the 
wider a thing is spread out, the less the depth 
in any one place. 

Another serious handicap in our present sys- 
tem seems to be that a great amount of needed 

.. . XT . educational work is omitted. Here 

5. Much Need- 

work d oSit°e n d al a £ am we cann °t expect our an- 
swers to reveal all needs, for the 
pastor who realizes such needs will be supply- 
ing them as fast as possible. Yet there were 
only six who said no additional work was 
needed, while sixteen mentioned missionary 
education. The bulk of this work is being at- 
tempted through women's societies. Their suc- 
cess must be limited, since only seventeen 

[17] 



THE CHURCH SCHOOL 

report any missionary libraries whatever, and 
twenty-three having societies stated that they 
had no library. It seems strange, also, that 
there is no such work attempted for men. If 
there be such, it is a rare exception. This puts 
intelligent giving to missions on a cheapened 
basis, for men, who are used to dealing in hun- 
dreds of dollars and on whom the major sup- 
port of all church enterprises rests, are left 
uninformed, excepting from an occasional mis- 
sionary sermon. 

Six wanted something such as an Intermedi- 
ate Young People's Society, six wanted Junior 
Societies and one wanted something for the 
motor side of all below the Senior. Since only 
1.63 per cent and 3.55 per cent respectively of 
the church membership are being taken care of 
in any expressional life, it seems that much is 
needed in Young People's Societies, or some- 
thing that will take care of this vital side of 
human nature. Nine expressed a need of 
Teacher Training, and we find that only thirty- 
three of the one hundred churches mention any 
provision for this need. Eight felt that the 
young people were not given the right sort of 
work to line them up for the church. Three ex- 
pressed the same need for young men and four 
for the older men. It is a great problem to get 
everyone into some definite church work, yet 
one of the most important. Sixty-five churches 
report that they have no system for this. Many 
societies claim to train for service, and yet 
when they are through training no task is given 

[18] 



COEEELATION OF AGENCIES 

them. One church assigns visiting, one has its 
young people run a mission Sunday school, and 
three have their membership divided into 
neighborhood companies with workers in each 
company. 

Thirteen others expressed various desires 
such as education for social service, sex educa- 
tion, library equipment, church history, church 
management, boys' club and Christian giving. 
Seven were modest enough to say they needed 
everything, or, as one said, "much every way." 
Nineteen others spoke of efficiency in existing 
organizations as the most needed thing. Prob- 
ably nearly all these expressions of need might 
be applied to a large percentage of churches, 
which are entirely wanting in any degree of 
efficiency. 

It is probable that if we were to test the at- 
tempts that are being made by a high standard 
of efficiency, even the aforesaid would be a mod- 
est statement. Present weakness is not exag- 
gerated by these statements, for pastors will 
not overstate this side of their work. This in- 
dicates that the problem of religious education 
is far from solved, and makes us wonder that 
the church has accomplished so much. 

The weaknesses named above are not so dif- 
ficult to understand when we note the lack of 
6. The Lack of supervision reported. Especially 
supervision i s ftri s true of overlapping in one 
place and omission of needed work in another. 
Thirty-nine said their church had no super- 
vision of organization, and nineteen others 

[19] 



THE CHUECH SCHOOL 

made no report of any. Six mentioned no 
supervision but the pastor's. Seven churches 
of the Methodists and United Brethren report 
supervision by a Quarterly Conference. This 
gives an opportunity for conference on the 
work of various departments and is better than 
no such communication, yet this plan seems to 
approve rather than direct the order of work- 
ing and the choice of the leaders in various de- 
partments. Five Presbyterian and United 
Presbyterian churches report supervision by a 
Session made up of church and department of- 
ficers. One pastor said this was only nominal 
supervision, checking a bad move rather than 
originating and promoting a good one. Three 
churches elect their Sunday-school officers and 
four others nominate them, but other organiza- 
tions seem to be independent. One church 
board elects the Sunday-school superintendent ; 
another has a Sunday-school board meet with 
them, and one board has a representative from 
each organization. Two churches approve all 
officers and two require reports. One board has 
a Sunday-school Committee ; two churches elect 
all officers, and one of these operates all so- 
cieties, having only one treasury for the 
church. 

These conditions indicate a lack of correla- 
tion of church agencies. With few exceptions, 
7 . The Lack of organizations seem to have sprung 
correlation U p wnere a need of them was felt 
and there were a few people to promote them, 
without having any relation to other organiza- 

[20] 



CORRELATION OF AGENCIES 

tions or to the church. Many independent or- 
ganizations are simply permitted to use the 
same building. They all have a supposed 
Christian purpose, and have many of the same 
people in them. Should a certain lodge room be 
used by three lodges having many of the same 
members, the same secretary and about the 
same purpose, they would not be all parts of 
the same organization, neither are such inde- 
pendent societies parts of the church. 

This multiplicity not only causes overlapping 
in some cases, but also often hinders efficiency 
in all. Each organization must have certain 
equipment and funds to work with, but with 
many making the same demand, each one is lim- 
ited and the church itself is handicapped in its 
efforts. One elder said, "We don't seem to be 
getting anywhere, each organization seems to 
be doing pretty well, but we don't pull to- 
gether.' ' This is too often true, and many 
people never really belong to the church, for all 
their activity has been in the name of some 
society. 

Another evident lack of correlation is the ab- 
sence of promotions. Fifty-two churches re- 
8 The Ab- P or ted no system of promotion in 
sence of Pro- the Sunday school; thirty had a 
regular system with a Promotion 
Day, and three promoted in some departments. 
Worse, though, is the condition in Young 
People's Societies. Many have societies for 
the various ages, yet have no way of getting 
members from one to another, or of graduating 

[21] 



THE CHUECH SCHOOL 

them from the Senior society. Forty-six re- 
ported no promotion; five had a system, and 
two an age limit for the Senior society, and two 
had promotions from the Junior society only. 
It is evident that in most churches people 
simply have to feel that it is time for them to 
quit a given organization; however, some feel 
that it is time to quit before it really is and 
others never feel that they should move on. It 
is also true that if not solicited, and, even then, 
many may not join the organizations for their 
age, whereas they should never be permitted to 
consider themselves as anything other than 
members. 

Our present system may be summarized by 

saying that only a small percentage of the 

church's membership is now receiv- 

9. Summary . . , • • •, , 

ing any religious training whatso- 
ever in existing organizations, and that such 
work as is given is inadequate. A definite 
purpose is not held before these organiza- 
tions, hence few realize their problem and 
the distance of their goal. There is a great 
amount of overlapping of similar work for the 
same people with a great drain on members 
and pastor, and corresponding to this, the 
church omits an endless amount of needed edu- 
cational work which is necessary to develop 
Christian character in all men. These weak- 
nesses are largely accounted for by the fact 
that all organizations are independent, having 
no central, intelligent system defining what 
part of one great purpose each is to accom- 

[22] 



CORRELATION OF AGENCIES 

plish, and seeing that each need is supplied as 
far as possible. 

BIBLIOGRAPHY 

1. CORRELATION OF EDUCATIONAL AGENCIES OF 
THE ChUECH 

Bitting, "The Coordination of Religious Agencies/' Aims 
of 'Religious Education, p. 96 ff. 

Fergusson, "Adult Religious Education in the Local 
Church," Sunday School Journal, August and Septem- 
ber, 1912. 

Mead, Modern Methods in Church Work; *50c. George 
H. Doran Co., Chapter 42. 

R. E. A. Commission Report, "Correlation of Educational 
Agencies of the Local Church," Religious Education, 
April, 1913. 

Northwestern Baptist Convention, "Correlation of Edu- 
cational Agencies of the Local Church," Reports, 1912 
and 1913. 

2. Agencies of Religious Education 

Religious Education Association, Proceedings of the 
Annual Conventions; 5 vols., Religious Education Asso- 
ciation, Chicago. 

Religious Education, a bi-monthly magazine devoted to 
religious education; Religious Education Association, 
Chicago. 

International Sunday School Association: Proceedings of 
International Conventions, International Sunday School 
Association, Chicago. 

The Public Schools: See "Bibliography on the Bible and 
Public Education," Religious Education, Vol. 6, pp. 
590-595, February, 1912. 

3. Men's Organizations 

Patterson, Modern Church Brotherhoods, *$1.00. Fleming 
H. Revell Co., New York. 

[23] 



THE CHUECH SCHOOL 

Cressey, The Church and Young Men, $1.25. Fleming H. 
Revell Co., New York. Chapter 6, pp. 11-30. 

Baptist Brotherhood, "The Baptists and Religious Educa- 
tion," Aims of Religious Education, p. 188. 

Main, "The Modern Man and Religious Education," 
'Religious Education, vol. 4, p. 478-84, December, 1909. 

Parker, "A Function of the Brotherhood," Materials of 
Religious Education, p. 485. 

4. Young People's Societies 

Cressey, The Church and Young Men, p. 85 ££. 

Pounds, Junior Christian Endeavor Manual; Christian 
Board of Publications, St. Louis, Mo. 

Price, Epworth League Workers, 60c. Methodist Book 
Concern, New York. 

Clark, "A Quarter-Century of Christian Endeavor," 
Outlook, vol. 82, p. 80 ff. 

Willett, "Religious Education in Young People's So- 
cieties," Religious Education, vol. 6, p. 452-3, December, 
1911. 

Forbush, "The Conditions and Needs of Young People's 
Societies," The Bible in Practical Life, p. 379 ff. 

Wells, "The Relation of Young People's Societies to 
Other Departments of the Church," The Bible in Prac- 
tical Life, p. 367 ff. 

Wells, Chamberlain, Robinson, "Some Fundamental 
Characteristics of the Ideal Religious Society for 
Young People," Materials of Religious Education, p. 
248 ft. 

Taylor, "What the Missionary Societies Are Doing to 
Interest the Young People in Missions," Aims of Re- 
ligious Education, p. 318 f£. 

5. Boys' Okganizations 

Cope, Efficiency in the Sunday School, *$1.00. George H. 
Doran Co., New York. Chapter 14. 

Gilkey and others, Boy's Work Message, $1.00. Associa- 
tion Press, New York. 

[24] 



CORRELATION OF AGENCIES 

Bartlett, "The Test of Success in Church Boys' School," 
The Bible in Practical Life, p. 388 if. 

Fennell, "Character Making Elements in Young Men's 
Bible Classes," The Bible in Practical Life, p. 395 if. 

Gilkey, "What Can the Church Do in the Field of Work 
with Boys? Religious Education, vol. 7, p. 217-22, June, 
1912. 

Gates, "History, Scope, and Success of Organizations for 
Boys and Girls," Religious Education, vol. 7, p. 223- 
235, June, 1912. 

Crosby, "Boy Scouts and the Sunday School," Religious 
Education, vol. 7, p. 235-242, June, 1912. 

Baldwin, "Boys of the High School Age," Religious Edu- 
cation, vol. 8, April, 1913. 

Houston, "Federating Church Work for Boys in Large 
Cities," Aims of Religious Education, p. 445 if. 

Aims of Religious Education, *$1.00. Religious Educa- 
tion Association, Chicago. 

Materials of Religious Education, *$1.00. Religious Edu- 
cation Association, Chicago. 

The Bible in Practical Life, *$1.00. Religious Education 
Association, Chicago. 



[25] 



CHAPTER III 
ORGANIZATION 

1. Genebal Okganization 

Modified to suit local conditions, the follow- 
ing will constitute the general organization of 
the church school: 

This committee should consist of three, five 

or seven members. Persons definitely inter- 

. , ested in religious education and 

a. Educational . . ° 

committee of having superior educational train- 
ing should be selected for this com- 
mittee. When possible, professional educators 
should be given places on this committee. The 
pastor of the church should be a member of this 
committee ex officio. 

The Educational Committee should be one of 
the regular standing committees of the church. 
It should sustain the same relationship to the 
church school that a school board sustains to a 
system of public schools. 

Among the duties of this committee, the fol- 
lowing may be enumerated: 

To study the educational problems of the lo- 
cal church, including all organizations and all 
classes of members. 

To adopt curricula, textbooks and general 
rules and regulations for all educational activ- 
ities of the church. 

[26] 



OKGANIZATION 

To select teachers and officers for all the edu- 
cational agencies of the church. 

To supervise the educational work under its 
jurisdiction in order that it may know that its 
plans are being faithfully carried out. 

To remove or transfer teachers or officers at 
its pleasure in the interest of efficient adminis- 
tration. 

To recommend to the church board, at any 
regular meeting, the modification, consolida- 
tion or disbanding of any organization or or- 
ganizations within the church, when such 
changes would enhance the work of religious 
education. 

To sit in council with other committees of 
the church and with other committees of a simi- 
lar character and to report back to the church 
such measures as seem to it commendable. 

To establish close relations with denomina- 
tional and interdenominational agencies of re- 
ligious education, so as to give the local school 
immediate advantage of new material and new 
methods. 

To be the medium of communication between 
the societies under its supervision and all dis- 
trict, state or national organizations of said 
societies. 

To make a survey of the educational, social 
and industrial environment of each child in the 
church school and suggest such remedies for 
unwholesome conditions as may be possible 
through education and through church leader- 
ship. 

[27] . , 



THE CHUECH SCHOOL 

To help coordinate the plans of all the organ- 
izations of the church, in order to avoid dupli- 
cation of effort and prevent the neglect of ana- 
phases of training essential to the best inter- 
ests of the church. 

To call to their assistance experts in re- 
ligious education and so to inform themselves 
on the various problems which arise that they 
may lead the local church into broad and pro- 
gressive lines of instruction and give each child 
of the community and each member of the 
church the largest opportunity for religious 
growth. 

This officer should be the executive agent of 
the Educational Committee of the church. He 
should be a trained educational ex- 
Reiigious pert. He will have general charge 

of the church school. As general 
superintendent of the church school he will rec- 
ommend teachers and officers to the Educa- 
tional Committee, supervise and direct the 
work of all departments of the school and train 
the teachers. 

Many churches are now able to employ a 
trained director of religious education, who 
would give his whole time to the problems of 
religious education, becoming, not an assist- 
ant pastor, but the teaching pastor of the 
church. 

Institutions of higher learning are establish- 
ing departments of religious education for the 
training of experts in religious education, and 
it is highly desirable that the output from 
[28] 



ORGANIZATION 

such courses of instruction be put immediately 
into active service in the churches of the 
country. 1 

Not every one who knows the Bible can direct 
the religious training of a church, and not every 
preacher or seminary student is competent to 
minister to the educational needs of the chil- 
dren of the church. In this connection it needs 
also to be said that not every man who loves 
children and can lead a group of boys on a 
"cross-country run" is competent to direct the 
educational affairs of a local church. Besides 
religious interest, and an aptitude for handling 
young people, there must be technical, profes- 
sional training. The Educational Committee 
should use the same care in selecting a director 
of religious education that a school board would 
use in selecting a city superintendent of schools 
or a high-school or ward principal. 

Smaller churches, not able to employ both a 
preaching pastor and a director of religious ed- 
ucation, must select for their pastor a man who 
has pursued courses in religious education in 
the seminary and who is competent to superin- 
tend the church school and train its teachers, 
and they should insist that this man become the 
pastor of the church school as well as the pas- 
tor of the adult portion of the congregation. It 
behooves the smaller churches to inquire defi- 
nitely into the educational preparation of the 

1 Churches interested are referred to the August, 1913, issue 
of Beligious Education for a detailed statement of the work 
of a Director of Eeligious Education. 

[29] 



THE CHUBCH SCHOOL 

men called into their service in the combined 
capacity of preachers and teachers. 

Pending the time when a trained educator 
can be employed to direct the church school 
there should be selected for this position the 
very best person in the entire community. A 
professional educator is to be preferred for 
this position. When a superintendent is once 
selected he should be given the support and 
counsel of the Educational Committee and a 
library of up-to-date books on modern methods 
of religious education should be placed at his 
disposal. He should also be sent to conven- 
tions and special schools of methods at the ex- 
pense of the local church. The church should 
place a premium on his efforts to inform him- 
self, and cooperate in every way in bringing 
into the community new and improved methods 
of work. By making the church school his 
hobby, and giving it time and energy, a tactful, 
well-informed member of the church may be- 
come an efficient leader of the local church 
school. It must be remembered, however, that 
time, energy and hard study are necessary ele- 
ments in the preparation of the one who is to 
become an effective leader of any phase of re- 
ligious education. Trained leadership is neces- 
sary to the success of the church school, and the 
local church must find such leadership at home 
or import it from the colleges and seminaries. 

The Director of Eeligious Education may or 
c. platform ma y n °t ^ e the platform superin- 
s'uperintendent tendent. It is usually best to select 

[30] 



ORGANIZATION 

for this position a man whose personal presence 
and educational qualities fit him especially for 
the work of a presiding officer. 

This officer should keep the financial record 
of the school and deposit all money received 
d. Financial from all societies under the direc- 
secretary ^ion of the Educational Committee 

with the treasurer of the church. This money 
should be paid out upon the order of the church 
board, and all expenses of the church school 
should be paid through the church treasurer 
from the regular budget of the church. 

It is important that a consistent classifica- 
tion of pupils be maintained in both the 

su rin nd instructional and expressional 
ent of eiassffi- departments of the school. The 
superintendent of classification 
should be a person familiar with the graded 
school system, and if possible a professional 
educator. This officer should become an au- 
thority on the graded curriculum. 

f. secretary These officers will keep the usual 
and Assistants recor( } s f classes, departments 
and societies. 

This council should be composed of the fol- 
lowing persons : 

g . Educational W Educational Committee of 
council t ke church. 

(2) General officers of the church school. 

(3) Officers of all societies under the direc- 
tion of the Educational Committee. 

(4) Teachers of all departments. 

[31] 



THE CHUECH SCHOOL 

(5) Two representatives from each organ- 
ized class in the school. 

(6) Two representatives from each society, 
club or guild under the direction of the Educa- 
tional Committee. 

This is to be the democratic body of the 
school. The council should meet three or four 
times a year for free and informal discussion 
of the problems of the school. It is purely an 
advisory body. Through it the Educational 
Committee can popularize its policies, and from 
it may be secured valuable suggestions on or- 
ganization, administration, etc. 

In addition to the above-named officers there 
will be the librarian, organist, chorister, ush- 

h. Other erS > e ^ C * 

officers Th.e demands of the depart- 

mental church school are such that the 
librarian is one of the most influential officers 
in the organization. This officer must be thor- 
oughly familiar with the graded curriculum, 
and thoroughly informed concerning methods 
and material for the pupils and teachers of all 
grades. The book lists given in this volume 
will indicate the scope of the librarian's task. 

Music leaders must also be skilled artists 
who appreciate the place of music in a program 
of worship. There is too much truth in the 
statement that children reared in homes of 
culture hear only " ragtime' ' music when they 
go to Sunday school. It is the business of the 
music leaders to cultivate a taste for the best 
in music. 

[32] 



OKGANIZATION 

2. Departmental Oeganization 

The International Sunday School Associa- 
tion has adopted the following departmental 

a. Internation- plan : 

Pia? epartment (!) Cradle Eoll Department 
(children under four years of age). 

(2) Beginners' Department (children four 
and five years of age). 

(3) Primary Department (children six, 
seven and eight years of age). 

(4) Junior Department (children nine, ten, 
eleven and twelve years of age). 

(5) Intermediate Department (children 
thirteen, fourteen, fifteen and sixteen years of 
age). 

(6) Senior Department (pupils seventeen, 
eighteen, nineteen and twenty years of age). 

(7) Adult Department (all persons over 
twenty years of age). 

(8) Home Department (persons unable to 
attend the regular Sunday sessions of the 
school). 

In this volume a chapter is devoted to each 
of these departments. 

It is becoming increasingly evident that the 
above schedule must soon be revised. In the first 
b Needed place, there should be a complete 
su an f s e ted change in terminology, to harmon- 

ize with the program of the public 
schools. There should also be a complete re- 
grouping of the adolescent years to harmonize 
more perfectly with the periods of early, middle 

[33] 



THE CHUECH SCHOOL 

and later adolescence. For example, the pres- 
ent plan groups young people from sixteen to 
twenty years of age in a department for in- 
struction and expression. This puts into one 
group those young people who are in the emo- 
tional upheaval of middle adolescence, and the 
young people from eighteen to twenty who 
have passed over into a more reflective stage. 
The social and educational needs of these two 
groups are so different that it is impossible to 
provide for both with a single program. 

In the field of public education there is a 
growing movement toward uniting the seventh 
and eighth grades with the high-school group. 
It seems evident that the twelve years of ado- 
lescence will soon be divided into two periods 
of six years each; viz., twelve to eighteen and 
eighteen to twenty-four. It will doubtless be 
necessary to divide these into sub-groups. 
There is valid argument for graduating a pupil 
from the church school into the church college 
at eighteen years of age, just when he is being 
graduated from the day school into the stand- 
ard institutions of higher learning. 1 

These needed changes have been clearly in 
mind in the preparation of the chapters on de- 
partmental organization. 

1 See Bibliography, under ' ' Beorganization of Secondary 
Education. 



[34] 



ORGANIZATION 

BIBLIOGRAPHY 

1. Oeganization of the Chuech School 

Cope, The Modern Sunday School in Principle and Prac- 
tice, $1.00. Fleming H. Revell Co., New York. 

Cope, The Evolution of the Sunday School, 75c. Pilgrim 
Press, Boston. 

Cope, Efficiency in the Sunday School, *$1.00. George H. 
Doran Co., New York. 

Meyer, The Graded Sunday School in Principle and 
practice; 75e. Methodist Book Concern, New York. 

Burton & Mathews, Principles and Ideals for the Sunday 
School, *$1.00. University of Chicago Press, Chicago. 

Hurlbut, Organizing and Building Up the Sunday School, 
*65c. Methodist Book Concern, New York. 

Athearn, "Standardizing the Sunday School," Biblical 
World, May, 1913. 

Faris, Editor, The Sunday School at Work, $1.25. Pres- 
byterian Board of Publication, Philadelphia. 

Pease, Outline of a Bible School Curriculum, $1.50. Uni- 
versity of Chicago Press, Chicago. 

2. Books Relating to the Histoey of the 
Geaded Lessons 

Twelfth International Sunday School Convention Beport, 
International Sunday School Association, Chicago. 

Meyer, The Graded Sunday School in Principle and Prac- 
tice. Part 2, Chapters, 9, 10, 11. 

Cope, The Evolution of the Sunday School, Chapters 9 
and 11. 

Sampey, The International Lesson System, $1.25. Flem- 
ing H. Revell Co., New York. 

International Graded Course, Teachers' Texts. 

Religious Education, vol. 3, pp. 106-108. 

Price, The Work of the Lesson Committee (pamphlet), 
International Sunday School Association, Chicago. 

Graded Text Books for the Modem Sunday School, an 
annotated bibliography issued by the Religious Educa- 
tion Association, Chicago (free). 

[35] 



THE CHURCH SCHOOL 

3. The Chtjkch and Its Educational Task 

Faunce, Educational Ideal in the Ministry, $1.25. The 
Macmillan Co., New York. 

Hitchcock, "The Church as an Educator," Aims of Re- 
ligious Education, p. 148 &.. 

Wood, McFarland, Mackenzie, "The Church's Problem 
of the Religious Education of Its People," Aims of Re- 
ligious Education, p. 177 if. 

Goodsell, "Educational Aims of the Church," Aims of 
Religious Education, p. 147 f. 

Goodsell, "The Signal Weakness of the Church and Its 
Remedy," Collier's Weekly, vol. 45, p. 24 ft. 

Crooker, The Church of To-day, 50c. Pilgrim Press, 
Boston, p. 261. 

Doney, An Efficient Church, $1.25. Fleming H. Revell 
Co., New York. Chapters 1, 4, 10. 

4. Beokganization of Secondaky Education 

Boynton, "A Six Year High School Course," Educational 
Review, vol. 20, pp. 515-19, December, 1900. 

Brown, J. S., "Development of Secondary Schools Ac- 
cording to the Proposed Plan," School Review, vol. 13, 
pp. 15-18, January, 1905. 

Brubacher, "Some Readjustments in Secondary Educa- 
tion," Education, vol. 24. pp. 613-20, June, 1904. 

De Garmo, Principles of Secondary Instruction, $3.25. 
The Macmillan Co., New York. 

Dewey, "The High School of the Future," School Review, 
vol. 11, p. 1; also pp. 17-20, January, 1903. 

Hanus, "Six- Year High-School Program," Educational 
Review, vol. 25, pp. 455-63, May, 1903. 

Harper, "The High School of the Future," School Review, 
vol. 11, pp. 1-3, January, 1903. 

Hedgepeth, "Six Year High School Plan at Goshen, 
Indiana," School Review, vol. 13, pp. 19-23, January, 
1905. 

Liddeke, "Extension of the High School Course," School 
Review, vol. 12, pp. 635-47, October, 1904. 

[36] 



OBGANIZATION 

Lyttle, "Should the Twelve Year Course of Study Be 
Equally Divided Between the Elementary School and 
the Secondary School?" Proc. N. E. A., 1904, pp. 424 
and 436. 

Lyttle, et al., "Report of the Committee on Six Year 
Course of Study," Process N. E. A., 1908, p. 625. 

Snedden, "Six- Year High-School Course," Educational 
Review, vol. 26, pp. 525-29, December, 1903. 

Whitney, "Differentiation of Courses in the Seventh and 
Eighth Grades," Educational Beview, vol. 41, pp. 127-34, 
February, 1911. 

Rugh, "Reorganization of the Curriculum," Beligious Edu- 
cation, vol. 7, pp. 636-644, February, 1913. 

Johnston, High School Education, $1.50. Charles Scrib- 
ner's Sons, New York, Chapter IV. 

Ruediger, "Has the Dividing Line Between Elementary 
and Secondary Education Been Drawn at the Proper 
Point?" Elementary School-teacher, vol. 5, pp. 482-492, 
April, 1905. 



[37] 



CHAPTER IV 

THE CRADLE ROLL DEPARTMENT 

1. Scope 
This department concerns itself with the 
needs of children under four years of age. 

2. Organization 

The officers of this department should be a 
superintendent and as many helpers as may be 
required. These officers should comprise the 
most refined and cultivated women in the 
church. Besides the Christian graces and re- 
fined manners they should possess tact, good 
common sense, keen insight into life's prob- 
lems, warm sympathy and deep spiritual con- 
secration. Many churches will be able to em- 
ploy a salaried deaconess, or specially trained 
worker for this important service. 

This department, as a phase of the Home De- 
partment, is best administered in connection 
with that department. 

3. The Cradle Roll Child 

Of the three-score and ten years allotted to 

man, none are more significant than the first 

three years. They are years of 

phySfai P lquip- very rapid physical growth. The 

ment of a Baby tissueg of the ]ittle body drink nu _ 
[38] 



THE CRADLE ROLL 

trition as the parched ground absorbs the sum- 
mer shower. Poisons are absorbed as freely as 
food — the little body as yet offers resistance to 
no substance. The gastric juice is weak in the 
acids which serve to prevent the decomposition 
of food, and solid food given to infants often 
decomposes and becomes the source of serious 
intestinal trouble. Great care must be taken in 
the feeding and nurture of children, and until 
such instruction is given in our schools and col- 
leges the church must assume the responsibility 
of such training through its Cradle Roll De- 
partment. But the mind and the body develop 
together. From the instant of its birth the 
child is forming both physical and mental hab- 
its which enter into and determine the charac- 
ter of the adult life. 

The psycho-physical equipment of the new- 
born infant is as follows : 

(1) Reflexes. The more direct and simple 
reactions to environment. They represent 
the more simple adjustments to the more 
fixed environment, such as digestion, wink- 
ing, etc. 

(2) Instincts. These are more complex and 
highly organized reactions — a chain of reflexes. 
Animal instincts represent well-organized re- 
actions to environment, or adjustments to a 
shifting environment. Instincts are more com- 
plex and more pliable than reflexes. Compare, 
for example, the hunting instinct with the 
breathing reflex. The child inherits a nervous 
mechanism which goes off like an alarm clock 

[39] 



THE CHUECH SCHOOL 

when the proper stimuli are presented. In- 
stinct may be defined as "inborn tendencies 
toward specific modes of behavior. ? ' x 

The bee and the fly have no babyhood. The 
neural adjustments are all established at 
birth. They cannot be educated because they 
have no period of plasticity. The pup has a 
few months of plasticity before the neural ad- 
justments "set" and it becomes "hard to 
teach an old dog new tricks." The human in- 
fant has about twenty-four years of plas- 
ticity — the longest of all the animals — and for 
this reason the human being is capable of the 
greatest training and development. 2 

(3) Impulses. Impulses have been called 
snubbed instinct, or unraveled instinct. They 
are crude, uncoordinated and not well adjusted. 
They are the survival of instinct. Unused, they 
will die out and gradually disappear from the 
race; used, they will ripen into habits which 
will pass them on to a coming generation as its 
instinctive inheritance. Examples of impulses 
are reaching, walking, prattling, or, more in- 
stinctive, fear and anger. 

(4) Consciousness. Consciousness, or aware- 
ness, appears and is related to the growth of 
any activity. It is a creative factor in growth. 
The first manifestation of consciousness is an 
attempt to control stimuli; crying, sucking, etc. 
are merely direct responses to stimuli. A per- 

^oares, Biblical World, vol. 43, p. 195, March, 1914. 

2 See Mark, The Unfolding of Personality as the Chief Aim 
in Education. 

[40] 



THE CEADLE ROLL 

cept is simply the conscious interpretation of a 
stimulus in terms of related experiences. 

Education sets itself the task of presenting 
a series of selected stimuli which will produce 
types of reaction which will make habitual acts 
which society has approved. 

But the senses do not aid each other at first. 
The nerve centers are not ripe, not ready to 
function, and there is no cross reference from 
eye to ear, etc. The interaction of nerve cen- 
ters comes after some weeks and months of 
experience. 

As the various nerve centers ripen and the 
imagination develops, the problem of the 
proper presentation of stimuli, both objective 
and through imagery, becomes increasingly 
difficult. It cannot be deferred until the kin- 
dergarten teacher takes the responsibility. 
The educative process is on in the nursery 
years before the state furnishes a professional 
teacher, and the parents must become the first 
teachers of their children. 

A child of eleven months of age will recog- 
nize pictures. What are to be the first pictures 
in the nursery? Long before it can talk the 
baby enjoys the harmony of sound. What are 
to be the first tunes that play upon the infant 
mind? By two years of age the average child 
has used live hundred different words. What 
should be the vocabulary of the home in which a 
human being is "picking up" a language? 

Certainly the church should put its most 
skillful workers into that department which 
[41] 



THE CHURCH SCHOOL 

touches life in its very budding, and creates 
both soil and atmosphere from which and in 
which a child of God is to be reared. 

Spalding tells of a gosling reared in a kitchen 
away from all water. When some months old 
«. «. a t. it was taken to the water. It re- 

b. The Atrophy „ . 

of unused fused to go in and when thrown m 
scrambled out again. The instinct 
for swimming had been entirely suppressed by 
disuse. 

In his "Principles of Psychology ' ' * James 
shows how dogs lose their instinct for burying 
bones when they are brought up on a hard 
floor. It is said by poultry experts that the 
third generation of incubator chickens are 
chicken idiots; that is, they do not have ordi- 
nary chicken sense because the instincts of the 
normal chicken have been suppressed through 
disuse. 

Just in so far as morals and religion are in- 
stinctive will they obey the laws of growth and 
development which govern other instincts. The 
first cravings for sympathy, the first feeling of 
reverence, etc., must not be allowed to die for 
lack of expression. Fear, awe, trust, wonder, 
curiosity, sympathy, etc., are the roots from 
which religion is to grow, and the religious ed- 
ucator must not ignore the great fact that 
religious and moral growth depend upon 
exercise for their development. 

It were better for parents that a millstone 
were hanged about their necks and they were 

1 Vol. 2, p. 399. 

[42] 



THE CRADLE ROLL 

cast into the bottom of the sea than that they 
should murder a human soul by inattention just 
when it is throwing out the first tendrils seek- 
ing nurture for the budding spirit. 

The religious teacher seeks out all the in- 
stincts, reflexes and impulses that are essential 
to a well balanced Christian character, secures 
their development into permanent life habits 
and lets all undesirable instincts and impulses 
die through disuse. 

4. The Educational Duty of the Home 

The ideas most fundamental in moral and 
religious growth are developed in family life. 
Many fundamental reactions are established by 
the time the child enters school, and they are 
intensified by the home influences throughout 
the school life of the child. Among the items 
which the home life will determine are the fol- 
lowing : 

Habits of industry 

Conceptions of God, duty, honor, honesty, etc. 
Emotional reactions, likes and dislikes 
Vocabulary, habits of speech, love of books 
and literary tasks 

Motor reactions, posture, carriage, etc. 
Habits of cleanliness and neatness 
Habits of obedience, accuracy, promptness 
Habits of study, depending upon conversa- 
tion and occupation of the home 
Standards of conduct and morals 
The home should not be permitted to neglect 
these fundamental elements of character, 

[43] 



THE CHURCH SCHOOL 

under the delusion that the church and the 
school can later make up the deficiency. It 
should be made clear that these matters cannot 
be determined by the school, for the school gets 
the child too late in its career and too few hours 
per day to determine these early reactions. 

The church must be made to realize how hard 
it is to raise the morals of a people above the 
level of the homes in which the people are 
reared. The church has no more important 
duty than that of teaching the family how to do 
certain work for itself, which it now tries to 
delegate to others, so that the education of the 
family may be a like preparation and supple- 
ment to the education of the school and the 
church. 

Dr. Irving King, in an article in Unity, 
August 30, 1906, says : ' ' The whole problem is 
not that of telling children this or that, but of 
putting them into situations which shall de- 
mand of them certain types of action, certain 
responses. How to surround the child with the 
most healthful ideals; to call forth the best 
motives and crowd into the background the 
lower ones ; how to utilize to the best advantage 
the power of example furnished by adults — in 
fine, how to furnish stimuli which will incite to 
desirable activity, and avoid those which will 
produce unfavorable action. All these must be 
effectively illustrated and persistently brought 
home to the parent, making clear to him, above 
all, that there is absolutely no substitute for it 
in effective child training." 

[44] 



THE CRADLE ROLL 

Whatever our theories of the family may- 
be, we must all agree with MacCunn 1 when he 
says : " It is not only from the family but with 
the family eyes that we all begin to look out 
upon the world. The family plants the seeds of 
the social virtues. For it is the substantial nur- 
ture of the affections within the home that first 
gives its members genuinely developed affec- 
tions to carry beyond it. ' ' Dr. Starbuck in his 
"Psychology of Religion" has made it clear 
that it is to the father and mother that we must 
look for the "all controlling external religious 
influences of childhood and youth." Dr. Op- 
penheim in his "Development of the Child' ' 
has a chapter on "The Profession of Mater- 
nity, ' ' and Rishell in his splendid little volume 
on "The Child as God's Child" pleads for the 
establishing of the profession of parenthood. 
The church must deliver its message to child- 
hood through enlightened and consecrated par- 
ents. There is no better medium through which 
this message can be delivered than the Cradle 
Roll Department of the church school, which 
is organized to carry into the home the two 
great thoughts of the beauty of childhood and 
the dignity and responsibility of parenthood. 

5. Activities 

The activities of the Cradle Roll Department 
center around three functions which the de- 
partment must perform. 

This is the most important duty of the 

1 Making of Character, p. 84. 

[45] 



THE CHURCH SCHOOL 

Cradle Eoll Department. If parents can be 
a. The Depart- made to see that their baby is a 

gfgnity "par- Cnild °^ ^od, and tnat tne ^ ai>e SerV " 

Gi£ify d chlfd- ants, entrusted with a holy steward- 
hood g^ip — partners with God in the 
fashioning of a human being in his image — the 
matters of church attendance, religious nur- 
ture, etc., will follow as a matter of course. 

Through literature, lectures, child welfare 
exhibits, exhibits of the child in art, literature 
and music, and similar methods, parenthood 
may be exalted and childhood glorified. 

Cradle Roll workers should seek to place on 
the wall of every home in which there are chil- 
dren a copy of the Sistine Madonna, or some 
other masterpiece of the mother and the child, 
and to give to every parent the interpretation 
of the masterpiece, so that it will constantly 
teach its great lesson to all within the home. 

These great pictures may be made the sub- 
jects of lectures at parents' meetings ; the story 
of the picture, the conception of the artist, etc., 
may be presented, the great anthems which tell 
the same story may be sung, and classics in 
poetry and prose voicing the same sentiment 
may be read or recited. 

Such a program would be beautiful and dig- 
nified and still be within the comprehension of 
all. Miniature prints could be distributed to be 
taken to the homes, and all could be urged to 
purchase good reprints to be framed for a per- 
manent place in the home. Frequent refer- 
ences to the Madonnas will reinstate the im- 

[46] 



THE CEADLE EOLL 

pressions of its great lessons, and soon there 
will be an ambition in every mother 's breast to 
raise up a son who shall be the savior of his 
people. 

Beautiful pictures of children, and the music 
and literature which tend to create a love for 
children and an appreciation of their place in 
the home and in society, should be given pub- 
licity by the Cradle Eoll Department. In short, 
it is the chief mission of the Cradle Eoll De- 
partment to see that parenthood and childhood 
are exalted in the midst of the people. This 
done, all else will follow ; this neglected, all else 
will be shallow and unfruitful. 

(1) Mothers should be taught how to feed 
and care for their babies. Literature on health 
b. The Depart- ail( ^ sanitation can be taken to their 
Sv? Needed homes, non-technical books treating 
information the problems of infancy can be cir- 
culated. The mothers of Cradle Eoll children 
can be assembled for lectures on children, given 
by physicians, nurses and educators. 

Care must be taken that no books are circu- 
lated by the Cradle Eoll workers which would 
not be approved by the best medical and educa- 
tional authorities. The church cannot afford to 
popularize quackery or become the agent of 
charlatanism. 

(2) Parents may be instructed regarding the 
literature and games of the nursery. Libra- 
rians, story tellers, professional educators will 
gladly give courses of lectures in this very im- 
portant field. 

[47] 



THE CHUECH SCHOOL 

(3) The mother must be the child 's first 
teacher of religion, and the Cradle Eoll worker 
must see to it that mothers are instructed so 
that they can intelligently answer the questions 
that will be put to them by baby lips. Such a 
book as Hodge's "Teaching Eeligion to Chil- 
dren' ' would form a splendid basis for a course 
of lessons on this subject. 

The baby is often the first point of contact 
between the church and the home. It is also 
c. The Home t rue that many homes already iden- 
cmfrch though tified with the church have their in- 
the Baby terest increased and vitalized by 

the activity of the Cradle Eoll Department. 

The following are the usual steps which are 
taken to identify a new home with the church. 

(1) The Cradle Eoll worker calls. (Has 
seen the announcement of the birth in the pa- 
per, learned of it from the children in the pri- 
mary department, etc.) 

(2) Takes with her some neighbors for the 
second call, at which time she delivers the 
Cradle Eoll Certificate, signed by herself and 
the pastor. (Some information is here given 
about the pastor, his able sermons, etc.) 

(3) Pastor calls, after being advised of fam- 
ily conditions by Cradle Eoll workers. 

(4) Father invited to men's class or club by 
neighbors. 

(5) Mother joins the circle of "Mothers of 
Cradle Eoll Children, ' ' where she forms a num- 
ber of new acquaintances. 

[48] 



THE CRADLE EOLL 

(6) Both father and mother at work in the 
church. 

By birthday remembrances, Christmas and 
other special day attentions, the Cradle Eoll 
workers keep closely in touch with the baby 
until the beginning of the fourth year, at which 
time it is the business of the department to see 
that the child is regularly enrolled in the Begin- 
ners ' Department of the church school. 

6. Meetings 

Three types of meetings will be held by this 
department. 

Meetings for instruction, lectures and class 
a. Meetings for study. These meetings will be held 
instruction as frequently as possible, but only 
when there is a program prepared which will be 
vital and helpful. 

Social meetings held on week days for pur- 
fa. social poses of promoting friendship 
Meetings among the young parents who have 
many common problems. The fathers as well 
as the mothers should be invited to these 
meetings. 

Special meetings held in connection with the 
Beginners' Department. A special program 
c. special should be prepared for such occa- 

Meetings sions. This program should not be 

held oftener than once a quarter. Its purpose 
is to familiarize parents with the work of the 
Beginners' Department and introduce the new 
babies to the teacher and the class which will 
soon receive them into membership. 

[49] 



THE CHUECH SCHOOL 

7. The Belation of Cradle Boll. Children to 
the Church School 

The Cradle Eoll children are not members of 
the church school and no child should be per- 
mitted to attend a class in the Beginners' De- 
partment until he has been regularly promoted 
out of the Cradle Eoll into the church school at 
four years of age. 

The Beginners' Department is not a nursery 
to care for infants whose mothers wish to at- 
tend other departments of the school. Neither 
is it a circus inviting mothers and infants to 
come and be entertained each Sunday. Mothers 
and their babies should stay away from the Be- 
ginners ' Department and give the teachers an 
opportunity to do a definite bit of educational 
work for the children of the department 
without interruption. It is still necessary 
to insist that the church school is for the 
training of children and not for the enter- 
tainment of old people at the expense of their 
babies. 

Mothers who are students in other depart- 
ments of the church school should ordinarily 
care for their own babies, but it may be neces- 
sary for the school to maintain a nursery where 
children under four will be cared for under the 
direction of the Cradle Eoll Department; but 
the Beginners ' Department must never be con- 
verted into a nursery. The children of that de- 
partment have rights which should be re- 
spected. 

[50] 



THE CRADLE ROLL 

8. The Ckadle Roll Depaetmeett and the 
Chtjkch Nueseey 

There should be maintained by the Cradle 
Roll Department a nursery in which babies 
may be eared for by trained workers, during all 
the services of the church and the church 
school. Babies disturbing the church services 
may be quietly taken to the nursery by the 
workers appointed for that purpose and the 
mothers will be able to enjoy the services feel- 
ing that the children are being cared for by 
competent nurses. 

The nursery should not be equipped for in- 
struction. It is a place for play and rest. It 
should be equipped with cots, cradles, toys, 
games, blocks, etc., and the simple nursery 
remedies for emergencies. One dollar sent to 
the Ohio Sanitary Block Co., Mt. Sterling, 
Ohio, will bring a burlap bag full of assorted 
blocks. Cobb and Cobb, Busy Builder's Book, 
30 cents, Ginn & Co., Boston; Wells' Floor 
Games, $1.00, Small, Maynard & Co., Boston; 
and Beard & Beard, The Little Folks' Handy 
Book, *75 cents, Charles Seribner's Sons, New 
York, are admirable books for workers in the 
nursery. 

9. Equipment 

The Cradle Roll Department should be 
equipped with certificates of enrolment, birth- 
day cards, invitations to special meetings, 
promotion certificates, record books, Ma- 
donnas and childhood pictures, Cradle Roll 
[51] 



THE CHUECH SCHOOL 

boards, efc. The denominational publishing 
houses and the Sunday-school supply houses 
have prepared much material in this line. It is 
to be hoped that the quality and general char- 
acter of Cradle Eoll material will be speedily 
improved so that nothing cheap, undignified or 
trashy will be associated with the work of this 
department. 

CLASSIFIED BOOK LISTS FOE CEADLE 
EOLL WOEKEES 

1. Books on Health and Caee of Children 
Under Four Years of Age 

Israels, The Child, Metropolitan Life Insurance Company, 
New York. Free. Cradle Roll workers should secure 
copies for distribution. Scientific yet simple and non- 
technical. The chapter headings are: I. The Home. 
II, Preparing for the Baby. III. The Baby up to One 
Year. IV. The Runabout Baby. V. The Child of School 
Age. VI. The Sick Child. VII. Emergencies. 

Kerley, Short Talks with Young Mothers, $1.00. G. P. 
Putnam's Sons, New York. A very helpful book on the 
details of the child's feeding, clothing, bathing and air- 
ing, and what to do in an emergency. 

Eghian, The Mother's Nursery Guide, *$1.00. G. P. Put- 
nam's Sons, New York. This book treats in a brief but 
comprehensive way the care of the baby in health and 
sickness. The first part is devoted to the natural and 
artificial feeding of infants; the second, to the most im- 
portant and common diseases in infancy and early 
childhood. 

Holt, The Care and Feedmg of Children, *75c. D. 
Appleton & Co., New York. This little manual is writ- 
ten in the form of questions and answers and has 
largely to do with the feeding of infants and young 

[52] 



THE CEADLE ROLL 

children. This is a simplified edition of Dr. Holt's 
large work on the eare and feeding of children. 

MacCarthy, Mother and Child, **$1.25. Harper & Broth- 
ers, New York. A manual for mothers and nurses in- 
cluding hygiene for the prospective mother and prac- 
tical directions for the care and feeding of children. 
Very good from the standpoint of both mother and 
child. 

Coolidge, The Mother's Manual, $1.00. A. S. Barnes & 
Co.y New York. A month by month guide. The care 
of the child for the first year is considered for each 
month, during the second and third years, for each half 
year, and then a chapter is given on each year from the 
fourth to the seventh. 

Hogan, How to Feed Children, $1.00. J. B. Lippincott 
Co., Philadelphia. The purpose of this book is to offer 
in practical form suggestions concerning the applica- 
tion of the principles of dietetics to feeding in the 
nursery and throughout the period of childhood. The 
chapter on the diet of the school children will be found 
especially helpful to mothers. 

Coolidge, First Aid in Nursery Ailments, *50c. Sturgis 
& Walton, New York. This little book is for the as- 
sistance of mothers in caring for their children when 
any of the simple ailments of the nursery arise; also 
teaches how to act in an emergency. 

Griffith, The Care of the Baby, $1.50. W. B. Saunders, 
Philadelphia. 

Fischer, The Health Care of the Baby, 75c. Funk & 
Wagnalls Co., New York. 

Brown, The Baby, $1.00. Whitcomb & Barrows, Boston. 

Starr, Hygiene of the Nursery, $1.00. P. Blakiston, Son 
& Co., Philadelphia. 

Chance, The Care of the Child, $1.00. Penn Publishing 
Co., Philadelphia. 

These books are perfectly reliable. They are 
non-technical and therefore within the compre- 
hension of the average mother. One or more of 

[53] 



THE CHURCH SCHOOL 

them should be in every home where there are 
small children. 

2. Books and Chaptees on the Mental Life of 

Children Undee Foue Yeaes of Age 

Kirkpatrick, Fundamentals of Child Study, $1.25. The 
Macmillan Co., New York. A discussion of instincts. 

Preyer, The Mind of the Child — 2 parts, each $1.50. D. 
Appleton & Co., New York. 

Perez, The First Three Years of Childhood, *$1.50. C. W. 
Bardeen, Syracuse, New York. 

Koons, The Child's Religious Life, 75c. Methodist Book 
Concern, New York. Certain chapters deal' with re- 
ligious instinct, notably chapter 2. 

Compayre, The Development of the Child in Later In- 
fancy, *$1.20. D. Appleton & Co., New York. Es- 
pecially chapter 1 on Imitation and Curiosity. 

Taylor, The Study of the Child, $1.25. D. Appleton & 
Co., New York. 

Weigle, The Pupil and the Teacher, *50c. George H. 
Doran Co., New York. Chapters 2, 3, 11. 

Mark, The Unfolding of Personality as the Chief Aim in 
Education, $1.00. University of Chicago Press, Chicago. 

Poulsson, Love and Law in Child Training, $1.00. 
Milton Bradley Co., Springfield, Mass. 

Tyler, Growth and Education, $1.50. Houghton, Mifflin 
Co., Boston. Chapter 9. 

3. Books to be Eead to Childeen Undee Foue 

Years of Age 

Bigham, Stories of Mother Goose Village, 75c. Rand 

McNally & Co., Chicago. 
Caldecott, B. Caldecotfs Picture Books, each 25c. Warne 

& Co., New York, 16 volumes. 
Crane, Mother Hubbard, 25c. John Lane Co., New York. 
Crane, This Little Pig, 25c. John Lane Co., New York. 
Poulsson, Through the Farmyard Gate, $1.25. Lothrop, 

Lee & Shepard Co., Boston. 

[54] 



THE CRADLE ROLL 

Poulsson, Father and Baby Plays, $1.25. Century Co., 
New York. 

Bryce (ed.), "Robert Louis Stevenson Reader, *40c. Charles 
Scribner's Sons, New York. 

O'Shea (ed.), Six Nursery Classics, 20c. D. C. Heath & 
Co., Boston. 

Lindsay, Mother Stories, $1.00. Milton Bradley Co., 
Springfield, Mass. 

Bailey & Lewis, For the Children's Hour, $1.50. Milton 
Bradley Co., Springfield, Mass. 

Walker, Lady Hollyhock and Her Friends, $1.25. Double- 
day, Page & Co., New York. 



[55] 



CHAPTER V 
THE BEGINNERS' DEPARTMENT 

1. Scope 

This department includes children four and 
five years of age. It corresponds to the kinder- 
garten department of the public schools. 

2. The Natuke of the Child in the Beginneks ' 
Depaetment 

The first three years of a child's life are 
years of rapid physical and mental develop- 
ment. The normal child trebles its 
senses Sd D ?K weight during the first year. The 
Growing Mmd gengor y. centers in the brain ripen 

rapidly. The child's ears are hungry and he 
demands noise; his eyes are hungry and he 
must have color and form; his nose is hungry 
and he seeks the odors of the flower garden or 
field; and his fingers are hungry and he must 
touch something. He is hungering and thirst- 
ing after sense stimulation. 

The little mind, fed by the sense impressions, 
unfolds rapidly. It organizes, classifies and 
tries to explain everything which plays in upon 
it through the senses. At a few months of age, 
the baby plays with images and by the end of 
the first year it will recognize pictures. The 

[56] 




An ideal room for the Beginners' Department, abundantly 
supplied with light and air. Homelike and attractive with its 
large fireplace. An ideal room for the story circle. 



■j e 1d 


ii I I If 


^U\i 










, 




J 1 - •;■ \; 







Eemodelled Building, providing homelike room for Beginners 
Class. 



BEGINNEBS' DEPARTMENT 

vocabulary grows rapidly, and by two years of 
age the average child has used 500 different 
words, and by three years of age it is a veri- 
table little chatterbox. 1 

The child comes into the Beginners' Depart- 
ment at four years of age with a stock of sense 
perceptions gained in the home circle and with 
a network of instincts and reflexes already 
crystallizing into habits. The raw material 
with which the Beginners ' teacher starts her 
work is (1) the background of three years of 
experience, (2) the eager, hungry senses, and 
(3) the active instincts peculiar to childhood, 
such as trust, curiosity, imitation, play, fear, 
awe and imagination. These instincts are the 
roots from which religion must grow. As they 
ripen they take the child from a world of the 
senses to a world which finds its reality in the 
realms of faith. 2 

The child in this department imitates acts, 
not people. He tries his own powers and gets 
t ^ T delight in the doing of the thing he 

b. The Impor- & ,_ _ & TT , j , 

tance of First has seen others do. He can best be 
led by suggestion. In fact, as the 
child "picks up" a vocabulary from the home, 
in the same way he picks up ideas of neatness, 
accuracy, industry, kindness, politeness and 
honesty. By the same process by which a child 

1 0'Shea, Linguistic Development and Education, $1.25, The 
Macmillan Co., New York; and Major, First Steps in Mental 
Growth, $1.25, The Macmillan Co., New York, chapter 15. 

2 Teachers in this department should carefully study Weigle 's 
The Pupil and the Teacher, chapter 3. 

[57] 



THE CHURCH SCHOOL 

fixes hain't and Hain't in his mind, he also in- 
delibly fixes in the sensitive tissue of the brain 
the standards of behavior which are found in 
the home. That which is put into the first of 
life is put into all of life. Hain't and Hain't, 
once in the mind, are there forever. In after 
years the child may memorize all the rules of 
English grammar, but in some unguarded mo- 
ment hain't and 't ain't will rise up as the 
carnal man of language and demand utterance, 
and he may well say, "When I would speak 
grammatically the ungrammatical is present 
with me. ' ' 

Parents and teachers must remember that 
"new vases preserve the taste of the first liquor 
that is put into them, and that wool once col- 
ored never regains its primitive whiteness/ ' 
and just so the first impression that flows into 
a child's soul will either mar or beautify all the 
images of his subsequent life. The child's mind 
is impregnated with everything that touches it, 
and it offers resistance to no impressions 
whether they be good or bad. The child there- 
fore should be shielded from the ugly, the re- 
pulsive and the immoral that his first impres- 
sions may be only beautiful, attractive and 
pure. Weigle has properly italicized what he 
calls the only safe rule for this period: "Do 
absolutely nothing before a child that you 
would not have him copy. Let nothing touch 
his senses that you would not have enter perma- 
nently into his life." 1 

1 The Pupil and the Teacher, p. 24. 
[58] 



BEGINNERS ' DEPARTMENT 

The young child's images are concrete. His 
symbols differ from those of the adult. With 

the adult unfermented wine may 
ter T of e th^ harac " symbolize an uncorrupted life, be- 
symbois cause the adult sees relationship 

and reasons by analogy. But the 
symbols of a child are not dependent upon 
thought relationships. The imagination is 
playing with concrete images, and anything 
which the child knows may be made to stand for 
any other thing which he knows regardless of 
its resemblances. The child's symbolism is 
characterized by imagination; the adult's sym- 
bolism is characterized by imagination plus 
reason. When the adult's symbol is presented 
to the child the element which reason furnishes 
is not apprehended. It is for this reason that 
object lessons based upon analogies are so in- 
effective. The mouse-trap may illustrate the 
snares set for the wicked, but the mind of the 
child will fail to see the analogy. The mouse- 
trap illustration will serve only to recall im- 
ages of traps and mice. 

At this age the child is fancy-full, running 
over as it were with an activity of both body 

and mind. He reads into the ob- 
of childish jects about him the properties and 

attributes that he has discovered in 
himself. He attributes life and feeling to the 
inanimate objects about him. A doll becomes a 
real baby ; a stick is a real horse ; a chair is now 
a steamboat, now a trolley car and now an en- 
gine. He refers to himself as the engineer, the 

[59] 



THE CHURCH SCHOOL 

coachman, or the big doctor, and not by his own 
name. His creations are real to him and he en- 
ters into his play with as mnch earnestness and 
zest as he will ever enter into his work. The 
child thinks images, and the stories a child of 
this age tells are made up of fragments of sto- 
ries that have been told to him. The imagina- 
tion now peoples the woods with fairies, the cel- 
lar with brownies, and puts a voice in trees and 
stones and toys. The child invents, combines 
and "freely abandons himself to the caprice of 
his fancy/ ' A hole in the ground becomes a 
great cavern, or a bear 's den. The dirt from it 
becomes a great mountain. The cheap doll 
dressed in calico rags becomes a beautiful prin- 
cess adorned in finest silk. 

The best toys are those that leave the most 
chance for the imagination to be displayed. 
The enjoyment and the educational advantage 
is proportioned to the amount the imagination 
is exercised. The store-bought doll that can 
shut its eyes may be beautiful, but it is soon 
thrown aside for the old rag doll which is not 
so perfect as to leave little room for the flight 
of the imagination. "The true plaything is 
only a distaff of flax from which the soul spins 
a many-colored coat. It must be indefinite, 
capable of many transformations and able to 
act many parts. Only thus can it fulfil its two- 
fold mission — to stimulate creative activity and 
satisfy the hunger of the soul for the ideal." * 

1 Blow, Symbolic Education, $1.50, D. Appleton & Co., New 
York, pp. 85-86. 

[60] 



BEGINNERS' DEPARTMENT 

During this period, before the growing rea- 
soning powers have begun to clip the wings of 
fancy, many parents have objected to teaching 
fairy stories, myths, etc. They say, ' ' Teach the 
truth; adhere strictly to facts, don't lie to the 
pupils." One religious denomination has gone 
so far as to resolve in its national convention 
against teaching the Santa Claus story, and the 
reading of fairy stories. 

Teach the truth! Johnnie is playing horse. 
How he enjoys the rides he takes on that old 
stick! With what care he ties it in an imagi- 
nary stable, and when his good mother ap- 
proaches he warns her to stay back or the horse 
will kick her ! 

And now hear the mother say, "Johnnie, that 
isn't a horse." "Why, yes it is," says Johnnie. 
"No, my son, do not be deceived. A horse has 
legs; that has none. A horse eats corn; that 
stick can't eat corn." How absurd! No 
mother talks that way. When Johnnie plays 
he is a bear, does any mother stop her work and 
earnestly try to prove to her son that he is not 
a bear! No, she lets him enjoy the "make be- 
lieve" and never accuses herself of fostering a 
falsehood in his mind. 

But the child knows the stick is not a horse. 
If it were he would not want to play with it. 
He enjoys the play because of the "make be- 
lieve." He does not believe the chair is a 
coach, or that he is a coachman. Pie knows the 
truth, but enjoys the fiction. And what mother 
would deprive him of the joy? A fairy story is 
[61] 



THE CHURCH SCHOOL 

not a lie, nor is it the truth. It is greater than 
the truth; it is the ideal. The child looks from 
these stories into the great truths that he will 
be called upon to battle for in future years. 
The hard-hearted man is often a man who has 
not had his imagination developed in childhood 
and consequently has not the power to put him- 
self, by imagination, in another's place, and 
thereby sympathize with him. No high moral 
character could be expected in a man who in 
childhood was fed on solid, cold facts, who 
never felt the thrill of Christmas time and 
whose mind never reveled in the thousand fields 
of childish fancy. 

3. The Natuee of the Cuekiculum 

The child must live a full life in all the world 
he knows. From the first he will want to do 
something with his environment. 
ReiTgious Chllds What he does with his environment 
Response w ^[ depend upon his previous ex- 

periences and how they have been interpreted 
to him. 

Imagery, symbolism, a tendency to read him- 
self into all his environment, and a natural 
tendency to respond to the ideal when pre- 
sented in concrete personality will all have to 
be reckoned with in the child's religious ex- 
pression. His religion must be a child's re- 
ligion, but it will be a real religion. 

The child, as the adult, must respond to the 
wonderful, the supernatural, in its environ- 
ment. Awe, reverence, trust, love, are all natu- 
[62] 



BEGINNERS' DEPARTMENT 

ral to the Beginners' child. The child asks 
questions which science cannot answer. Ques- 
tions of origin and destiny can only be an- 
swered by religion. The answer to the child's 
question must involve the ideas of duty and 
conduct. ' ' What should I do about it I " as well 
as "What is it?" And the answer must be in 
terms of personal will. Only a personal God 
can give a satisfactory answer to the elemental 
questions of life. 

When first told of God by the nurse, Helen 
Keller replied : " Oh ! I have known him a long 
time, only I didn't know his name." Fairy 
stories, myths and legends create interest in the 
wonderful, unseen world. The vast expanse of 
sky and sea; the power of the water-fall; the 
beauty of the sunset; the hush of death; the 
mystery of birth; all tell of a bigger world, a 
beyond, of which this world is only a part. 
Children crave to be initiated into the great se- 
cret of the unseen. So consciousness of God 
comes out of the air. The experiences of life 
are the only proof needed. It is the heritage 
of the race. Likewise it is born anew with each 
generation. The Bible takes God for granted — 
so do children. 1 

It is the business of the Beginners' Depart- 
ment to tie the consciousness of a personal God 
b. Tying God to the child's world of experience 
to Experience so that day and night, sun, moon 
and stars, sunrise and sunset, storm and rain, 

1 See Hodges, The Training of Children in Religion, chapters 
1 to 5, and Tanner, The Child, p. 177. 

[63] 



THE CHUECH SCHOOL 

trees and flowers, parents, relatives and 
friends will all pull the God idea into conscious- 
ness by the laws of psychic association. When 
you have done this you have preempted the 
child for God and his whole life will be lived in 
the presence of his God ; he will live, move and 
have his being with God. That which enters 
into the first of life enters into all of life, and 
religious experiences are not exceptions to this 
rule. 

4. The Mateeial of the Cueeiculum 
The curriculum of this department must 
concern itself with the most fundamental con- 
cepts of religion; viz., God consciousness and 
God's providence. 

God consciousness must come to be a con- 
sciousness of God the loving Father, and this 
— will be the theme of the first year's 
God 'conscSuT- work. "We are so made," says 
Hodges, "that we are helped by be- 
ing watched." Children cannot always be 
watched by their parents. We are also so made 
that we crave companionship. Eeligion pro- 
vides the universal presence of God. This is a 
contribution which religion alone makes to 
conduct. God watches us. " If I take the wings 
of the morning, and dwell in the uttermost 
parts of the sea, even there shall thy hand lead 
me." "Thou, God, seest me." This constant 
presence of God is a defense against evil and 
an inspiration to do good. But God is not a 
spy ; God is a loving Father. Eeligion does not 

[64] 



BEGINNERS' DEPARTMENT 

bring a system of supernal espionage ; it brings 
comradeship with the gods. 

Through pictures, story and song; through 
worship, service and giving the idea of the 
presence of a great loving Father must be in- 
grained in the souls of children. The child's 
God must be anthropomorphic. The child's God 
walks in the garden and talks to Adam. 
God dwells in heaven. He is a big man. 
We must see things in terms of our capacity to 
see them and we are forced to think in terms of 
our own nature. Why should not God be like 
us? When we come to see that we are not our 
bodies, we will have a God who is a spirit, also. 
We are certain of ourselves. When we think 
God is like us we are reasoning from the known 
to the related unknown. God is the superlative; 
man the positive. We are forced to think of 
God as a person. 

Material for the First Year. The lessons for 
the first year must relate the child to the kind 
and loving heavenly Father, direct the child's 
natural response to the heavenly Father 
through songs and prayers of thanksgiving and 
through little deeds of kindness for the Father. 
The material for this year will therefore in- 
volve a threefold division, as follows: 

(1) Simple nature stories showing God's 
love and care, for example : 

Father and Mother Bird's care 

Heavenly Father's care for animals 

God Sends Us Rain to Help the Crops 

The Gift of Day and Night 

[65] 



THE CHURCH SCHOOL 

God Gives Us Beautiful Flowers 

(2) Stories of children for whom God has 
cared, viz. : 

The Story of the Baby Samuel 
A Baby in a Basket Boat 
The Story of the Baby Jesus 
Jesus Blessing Little Children 

(3) Stories showing proper response to God 
for his love and care, as follows : 

Thanking God for Good Gifts 

Thanking God for the Gift of the Christ 
Child 

Thanking God by Giving 

Thanking God in Prayer and Song 

Thanking God in Loving Obedience 

Thanking God by Helpfulness 

The theme for the second year is God's prov- 
idence, or God's protective care. The loving 
heavenly Father is still the central 

d. Second Year — ,-, r? ji l i j_ i • 

God's Provi- theme of the lessons, but his care 
and protection are stressed, and ap- 
propriate responses in worship and service are 
secured. 

The theme is best approached through : 

Stories of parental protection 

Stories of animals protecting their little 
ones 

Stories of God's protection in nature 

Stories of God's care of people 

Stories of thankfulness for protection 

Lessons in helpfulness 

Lessons of prayer and praise and thanks- 
giving 

[66] 






BEGINNERS' DEPARTMENT 

The following lesson titles will suggest the 
rich field of nature, Bible and conduct stories 
available for this year 's work : 

A Mother's Care for Her Baby 

God's Care of the Birds 

God's Gift of Snow 

David, the Shepherd Boy 

How God Fed Elijah 

Jesus Helping a Blind Man 

The Sun a Helper 

The Good Samaritan 

5. ExPRESSIONAL WOKK FOR BEGINNERS 

The Beginners' children must be given op- 
portunity to express their feelings of grati- 
tude, love and trust. They must be 
taught how to pray. 

The teacher should assist the children in 
formulating prayers of their own; and they 
should be taught beautiful classic prayers, 
psalms and poems of praise. In these first 
little prayers the emphasis must be placed on 
conduct rather than things. Children should 
pray that they may be obedient to parents, say 
kind words, be helpful, etc., rather than that 
they may have a new sled, top, etc. 

The following examples suggest the type of 
prayers appropriate to this period. 

Morning Prayer 

"Father, we thank thee for the night, 
And for the pleasant morning light, 
For rest and food and loving care, 
And all that makes the world so fair." 
— Walker & Jenks, Songs and Games for Little Ones. 

[67] 



THE CHUECH SCHOOL 

Peayee foe Caee of All Things 

"Loving Father, hear our prayer! 
Take into Thy loving care 
All the leaves and flowers that sleep 
In their white beds covered deep. 
Shelter from the wintry storm 
All the snowbirds — keep them warm." 
— Beginners' Teacher's Text of the Syndicate Graded 
Course. 

Family Love and Caee 

"For mother love and father care, 
For brothers strong and sisters fair, 
For love at home and care each day, 
For guidance lest we go astray, 
Father in heaven we thank thee." 
— Primary Teacher's Text of the Syndicate Graded Course. 

Peayee of Obedience 

"Help us to do the things we should, 
To be to others kind and good ; 
In all we do in work or play 
To grow more loving every day." 
— Walker & Jenks, Songs and Games for Little Ones. 

Children must be taught to sing their praise. 
The songs must be explained just as other lit- 
erature is. No silly jingles should 
be tolerated. The songs must have 
uplift to them. Instead of "dropping, drop- 
ping pennies, ' ' let them sing : 

"Come bring your gifts of love, gifts for the many 

Little ones far and wide, 
Over the ocean, out on the prairie, 

Close by the mountain side." 

— Ferris, The Sunday Kindergarten. 

[68] 






BEGINNERS' DEPARTMENT 

After the story of "Hannah and Her Baby 
Samuel," or "Moses and the Basket Boat," the 
children can enter feelingly into such a song 
and prayer as : 

"Father of all in heaven above, 
We thank thee for thy love. 
Our food, our homes and all we wear 
Tell of thy loving care." 

— Hilly Song Stories for the Kindergarten. 

With the many shepherd stories the children 
may sing "Little Lambs so White and Fair" 
quoted under the "program" for this depart- 
ment. 

By acts of helpfulness to those in need, feed- 
ing the birds and pets, caring for baby brother, 
giving love and care to others, they 
c. Helpfulness are d eve i pi n g the missionary 

spirit which will relate them eventually to the 
whole world and its needs. Christmas, Thanks- 
giving and other special days may be made use 
of for special lessons in helpfulness and service 
to others. 

The child knows little about the great world 
and his only missionary interest will be in 
terms of the children of other lands of whom he 
has heard in stories. For these he will bring 
pennies to buy the blessings he wishes to share 
with them. 

Very little expressional work should be at- 
tempted outside the home circle, the immediate 
friends and the animals and pets of the home 
and immediate environment. Let the child live 

[69] 



THE CHURCH SCHOOL 

its little world full and do not force in extra- 
neous interests. 

It need not be said that the fullest coopera- 
tion of the home is necessary if the expres- 
sional work of the child is to be made a means 
of religious growth. 

6. Oeganization 

The officers of this department are: 
a. Superintendent. Under the general super- 
vision of the Director of Religious Education, 
this officer is the educational head of the Begin- 
ners ' Department. The following duties will 
fall upon this superintendent : 

(1) To form the general plans for each Sun- 
day's program, including music, prayers, or- 
der of service, etc. 

(2) To be responsible for all special pro- 
grams given by the department. 

(3) To supervise the work of class teachers, 
and to insist upon each teacher's preparing a 
detailed outline of each lesson in harmony with 
the general plans of the department. 1 

(4) To plan with Cradle Roll workers for 
special services for Cradle Roll babies and 
their parents. 

(5) To supervise the reading of the teachers 
in the department and be responsible for their 
professional growth. 

(6) To train cadets for future vacancies in 
the teaching force of the department. 

1 See Danielson's Beginners' Plan Boole, Pilgrim Press, 
Boston. 

[70] 



BEGINNERS' DEPARTMENT 

b. Secretary 

c. Pianist , and music leaders who are in sym- 
pathy with children's music. 

d. Teachers. There should be one class 
teacher for each group of six or eight children. 
It is essential that these teachers attend the 
weekly teachers' meetings of the department, 
and work in sympathy with the general pro- 
gram of the department and the school. 

7. Equipment 

a. Department Rooms 

(1) Kind of rooms. If the devotional service 
of this department is conducted with the Pri- 
mary Department, the same assembly room 
may be used. The highest efficiency demands 
separate assembly rooms for these two depart- 
ments. 

Classrooms should be separate from the 
Primary Department, but near the assembly 
room. 

The rooms for this department should be the 
best the church affords, and on the first floor 
(never in the basement). 

Rooms should be dry, full of sunshine and 
well ventilated. 

Either a separate cloakroom for wraps or a 
section of the primary cloakroom. 

The rooms should be beautiful, harmonious 
in color and restful to the children. 

(2) Furnishings of classrooms 

(a) See chapter VI for furnishings of the 
assembly room. 

[71] 



THE CHURCH SCHOOL 

(b) Piano. If a piano can be secured it will 
be very helpful for songs and games that are 
suitable only for the very little children. 

(c) Kindergarten tables. Kindergarten ta- 
bles are essential for expressional work. They 
should be in harmony with the color scheme of 
the rooms and arranged around a hollow 
square, so that the teacher can direct the chil- 
dren's work more readily. Tables about 2% 
feet long and 20 inches high placed end to end 
are more satisfactory than long ones. 

(d) Kindergarten chairs. The chairs should 
harmonize in color (never red) with the tables 
and other furniture. They should be comfort- 
able and suited to the child. Height 10 to 12 
inches. 1 The Moulthrop chairs are recom- 
mended. 2 

(e) Sand table for story work. This is very 
necessary for illustrating stories. It should be 
low and near the window. 

(f) Blackboards. These are most satisfac- 
tory when built in the wall on one side of the 
room. They should be low so that children can 
use them without effort. 

(g) Case for equipment. Drawers and trays 
should be provided and all material should be 
labeled. 

(h) Pictures that children love, hung low 
enough so they can be touched. Among those 
suitable are the following: 

1 See catalogue of Thomas Charles Co., Chicago. 

2 Langslow, Fowler Co., Eochester, N. Y. 

[72] 



BEGINNERS' DEPARTMENT 

The Sistine Madonna, Raphael 

Saint Anthony of Padua, Murillo 

The Infant Samuel, Reynolds 

Young David Rescuing the Lamb, Gardner 

Holy Night, Correggio 

(i) All other furniture should harmonize 
with the color scheme of the room, 
b. Equipment for Lesson Teaching 

(a) Pictures. 

(1) Large pictures, suitable to the seasons 
of the year and to stories told. They should be 
mounted on cardboard for use when the story 
is told. 

(2) Small pictures for coloring and pasting. 

(b) Models and objects for illustrating les- 
sons. Dolls, houses, camels, shepherd's tent, 
rod and staff, water jar, miniature church, clay 
models (made by children illustrating stories). 
Many of these may be used in connection with 
sand-table work to illustrate stories. 

(c) Material for illustrating stories. Scis- 
sors, pencils, crayolas, colored chalk, colored 
paper, etc. 

(d) Clay and sand. Prepared clay may be 
obtained from Thomas Charles Co., Chicago, or 
Milton Bradley Co., Springfield, Mass., at 25c. 
a pound. 

(e) Cabinet collection. This should contain 
seeds, leaves, nuts, wheat, corn, flowers, twigs, 
birds' nests, straw, fresh flowers in season, es- 
pecially at Easter. The children can bring 
much of this material. 

(f) Permanent material for table work. 

[73] 



THE CHURCH SCHOOL 

Sticks of different lengths, blocks of various 
shapes, balls, etc. 1 

8. Peogeam 

The program of this department is so organ- 
ized as to provide for worship, instruction and 
expression. 

The themes and lesson stories are chosen in 
harmony with the seasons of the year. The fail 
season speaks of the abundance of a kind heav- 
enly Father 's gifts. Children are naturally 
glad and thankful for these and love to express 
their thanks in prayer and song. At the Christ- 
mas season the children have the thought of 
God's greatest gift in the story of the Christ- 
child. 

All through the winter season they are given 
stories of God's protecting care; as, the snow 
for winter birds, etc. In the spring comes the 
thought of "new life" and the many stories of 
the awakening flowers, trees and birds. The 
summer season speaks of the "fullness of life," 
and children learn in many ways that they may 
become "workers with the heavenly Father." 

The following program will be suggestive : 
Part I. Devotional Period 

(1) Quiet Music 

If the pianist will play very softly the music 
of the opening prayer before the children begin 
to sing, it will quiet them and help to teach them 
reverence for this service. 

1 Write for catalogue of Thomas Charles Co., or A. Flan- 
agan Co., Chicago. See also Ferris, The Sunday Kindergarten. 

T74] 






BEGINNERS ' DEPARTMENT 

(2) Prayer Song (sing with bowed heads) 

"Father of all, in heaven above, 

We thank thee for thy love, 

Our food, our homes and all we wear 

Tell of thy loving care." 

— Hill, Song Stories for the Kindergarten. 

(3) Greeting 

May be a word from the teacher, or a song or 
verse by the children. 

(4) Responses 

Different responses may be used here. These 
should be simple, short and within the child's 
experience. The following is suggestive : 

Teacher: 

Oh, what can little hands do, 

To please the King of heaven? 
Children: 

The little hands some work may try 

That will some simple want supply. 
All: 

Such grace to mine be given. 

Such grace to mine be given. 

— Ferris, The Sunday Kindergarten. 

(5) Offering (children in circle) 

Talk with children about their gifts. Let 
children suggest things that poor children need 
— not always pennies — e. g. : 

Miniature church 

Little house (for poor) 

Suitcase or Japanese house 
March and sing offering song with gifts. 

[75] 



THE CHUBCH SCHOOL 

Offebing Song 

Hark! to the music calling us softly, 

Come bring your gifts of love. 
Bring them with singing, asking a blessing 

Of the dear Lord above. 

Chorus : 

Cheerfully giving, joyfully giving 

Out of our little store, 
Lord, when we're older, we shall be happy 

If we can give thee more. 

Off'rings we're bringing, gifts for the many 

Little ones far and wide, 
Over the ocean, out on the prairie, 

Close by the mountain side. 

Bless us, thy children, bringing our offering, 

Father in heaven, we pray, 
May we be gentler, sweeter and kinder, 

Pleasing thee every day. 

— Ferris, The Sunday Kindergarten. 

(6) Prayer for offering (teacher or all) 

(7) Birthday service 

This service should be short and simple. 
May not be used every Sunday. 

(a) Birthday offering by a child — money or 
other gifts 

(b) Flowers or birthday cards may be given 

(c) Prayer Song 

"We thank thee, heavenly Father, 

For all the loving care 
That thou hast given — 

At home and everywhere. 

[76] 



BEGINNEKS' DEPARTMENT 

For years thou hast guarded him (or her) 

Asleep, at work, at play. 
Oh, Father, love and care for him, 

On this and every day. Amen." 

— Ferris, The Sunday Kindergarten. 

(8) Informal talk with the children (circle 
talk) 

(a) Children may give memory verses about 
God's care for birds, flowers, children, etc. 
These should be in harmony with the lesson 
theme. 

(b) Ask children what they are thankful for. 
Teach children to pray. Direct these prayers. 

(c) Talk with the children about God's care 
for the birds, flowers, etc. 

(d) Closing song 

This song should grow out of the theme of 
this period and speak of God's love, care and 
protection. 

The following are examples of suitable songs : 
There Was Once a Little Birdie 

There was once a little birdie 

Living in a forest tree; 
And it sang a song one morning, 

That was sweet as sweet could be. 

Would you know what sang the birdie 

Living in the forest tree? 
Joyously it sang that morning, 
"God is good, he cares for me." 
— Walker and Jenks, Songs and Games for Little Ones. 

[77] 



THE CHURCH SCHOOL 

Little Lambs so White and Fair 

"Little lambs so white and fair 
Are the shepherd's constant care, 
Now he leads their tender feet 
Into pastures green and sweet. 

Now they listen and obey, 
Following where he leads the way; 
Heavenly Father, may we be 
Thus obedient unto thee." 
— Walker and Jenks, Songs and Games for Little Ones. 

"We thank the heavenly Father 

For sunshine and, for rain, 
For birds and flowers of summer time, 

For autumn's golden grain. 

For nuts and rosy apples, 

For all things that we need — 
For father and for mother dear 

We give him thanks indeed." 

— Poulsson, Holiday Songs. 

(9) A march may be played while the chil- 
dren pass to their classrooms. 

Part II. Lesson Period 

(1) Talk with the children about the story 
that is to be told. The teacher should have the 
following points in mind : 

(a) The general theme 

(b) The purpose of the lesson story 

(c) The necessity of preparing the children's 
minds for the story that is to be told 

(d) All things that may not be understood in 
the story should be explained 

[78] 



BEGINNEES' DEPARTMENT 

(e) The children should always have a part 
in this period of preparation 

(2) Quiet moment before story is told 

(3) Story told 

Tell the story very simply and in a natural 
way, but be sincere and full of the story. Make 
the story develop so as to carry out your pur- 
pose. 
Part III. Expressional Work 

This may be in the form of drawing, coloring, 
pasting pictures, clay work, illustrating stories 
in sand, with paper cutting, models, sticks, 
blocks, etc. Through this work the child retells 
the story and makes it a part of himself. 

Closing prayer (given by teacher with lesson 
theme in mind). 

9. Tests fok the Begln'E'eks ' Depaetment 

Do the children associate God with the com- 
mon objects and duties of life? 

Have they learned to talk to God in prayer, 
and do they know several beautiful prayers ap- 
propriate to their years? 

Have they been taught to love and to sing 
beautiful songs, appropriate to their years ! 

Do they know well a large number of 
showing God's love and care? 

Are they showing increasingly a ter 
control their conduct in terms of their 
the heavenly Father's will? Do tr 
please papa, mamma and God? 

Are they growing helpful, tenc 
considerate of others? 

[79] 



THE CHUECH SCHOOL 

10. Songs foe the Beginnees' Depaetment 

a. General Songs for the Kindergarten 
"The Cradle Nest," Poulsson, Holiday Songs, p. 66. 
"The Finger Family/' Riley and Gaynor, Songs of the 

Child World, No. 1, p. 7. 
"Little Lambs so White and Fair," Walker and Jenks, 

Songs mid Games for Little People, p. 9. 
"Flying Song," Hill, Song Stories for the Kindergarten, 

p. 77. 
"Cradle Roll Song," Leyda, Carols, p. 17. 
"Offertory March," Danielson and Conant, Songs for 

Little People, p. 66. 
"Bed Time," Jenks and Rust, Song Echoes from Child 

Land. p. 66. 

b. Autumn Songs 

"Good-bye to the Flowers," Walker and Jenks, Songs and 
Games for Little Ones, p. 45. 

"Flowers' Lullaby," Hill, Song Stories for the Kinder- 
garten, p. 23. 

"Wind's Farewell," Mills and Merriman, Nature Songs 
and Stories, p. 16. 

c. Thanksgiving Songs 
"Thanks for Constant Care," Hill, Song Stories for the 
Kindergarten, p. 19. 
. "We Thank Thee," Poulsson, Holiday Songs, p. 76. 
"A Song of Thanks," Poulsson, Holiday Songs, p. 72. 
"God's Care of All Things," Hill, Song Stories for the 
Kindergarten. 

d. Christmas Songs 

"Little Child's Gift Carol," Poulsson, Holiday Songs, p. 

86. 
"Christmas Lullaby," Hill, Song Stories for the Kinder- 
garten, p. 35. 
"Children, Can You Truly Tell?" Walker and Jenks, 
^ Songs and Games for Little Ones, p. 71. 
<^ © ^ "The First Christmas," Poulsson, Holiday Songs, p. 93. 

9 « ^ \ ' [80] 



BEGINNERS' DEPARTMENT 

e. Easter and Awakening Songs 

"The Waking Flowers," Hill, Song Stories for the Kinder- 
garten, p. 38. 

"God Sends His Bright Spring Sun," Chamberlin, Child 
Religion in Song and Story, p. 235. 

"Lilies Sweet," Poulsson, Holiday Songs, p. 25. 

"Easter Song," Danielson and Conant, Songs for Little 
People, p. 54. 

"Awake, Says the Sunshine," Eleanor Smith, Part I, No. 
13. 

"Give, Said the Little Stream," Danielson and Conant, 
Songs for Little People, No. 64. 

11. PlCTUEES APPKOPKIATE FOE BeGINNEES 

Dignity and Impudence, Lands eer 

The Age of Innocence, Reynolds 

The Infant Samuel, Reynolds 

The Madonna of the Chair, Raphael 

Brittany Sheep, Bonheur 

The Sheepfold, Jacque 

Feeding the Hens, Millet [ 

King Charles Spaniels, Landseer 

Piper and Nutcrackers, Landseer 

Red Deer of Chillingham, Landseer 

CLASSIFIED BOOK LISTS FOR THE 
BEGINNERS' DEPARTMENT 

1. Books foe Beginnees' Teachees 

Weigle, The Pupil and the Teacher, 50c. George H. 
Doran & Co., New York. 

St. John, Child Nature and Child Nurture, *50c. Pilgrim 
Press, Boston. 

Harrison, A Study of Child Nature, *$1.00. Chicago Kin- 
dergarten College. 

Teachers' Texts of the Beginners' Graded Course, 25c. 
each. 

[81] 



THE CHURCH SCHOOL 

Ferris, The Sunday Kindergarten, $1.50. The University 

of Chicago Press, Chicago. 
Beginners' Teachers' Manual, 75c. American Baptist Pub- 
lication Society, Philadelphia. 
St. John, Stories and Story-Telling, 50c. Pilgrim Press, 

Boston. 
Moffat & Hidden, The Children's Sunday Hour of Story 

and Song, $2.00. American Unitarian Society, Boston. 
Proudfoot, Child's Christ Tales, 75c. A. Flanagan Co., 

Chicago. 
Herbst, Tales and Customs of the Ancient Hebrews, 35c. 

A. Flanagan Co., Chicago. 
Cragin, Kindergarten Stories for the Sunday School and 

Home, *$1.25. George H. Doran Co., New York. 
Hildreth, Clay Modeling in the School Boom, 25c. Milton 

Bradley Co., Springfield, Mass. 
Henderson & Palen, What and How, $2.00. Milton Brad- 
ley Co., Springfield, Mass. 
Foster, The Kindergarten of the Church, 75c. Methodist 

Book Concern, New York. 
Hill, Song Stories for the Kindergarten, $1.00. Cla3^ton 

F. Summy Co., Chicago. 
Moses, Children's Books and Reading, *$1.50. Mitchell 

Kennerley, New York. 
Walker and Jenks, Songs and Games for Little Ones, 

$2.00. Oliver Ditson Co., Boston. 
Poulsson, Holiday Songs, $2.00. Milton Bradley Co., 

Springfield, Mass. 

2. Books foe Paeents of Beginnees ' Childeen 

Kerr, Care and Training of Children, 75c. Funk & Wag- 
nails Co., New York. 

Kerley, Short Talks with Young Mothers, *$1.00. G. P. 
Putnam's Sons, New York. 

Hodges, The Training of Children in Religion, $1.50. D. 
Appleton & Co., New York. 

The Child (pamphlet), free. Metropolitan Life Insur- 
ance Co., New York. 

[82] 



BEGINNERS' DEPARTMENT 

Du Bois, The Natural Way in Moral Training, $1.25. 

Fleming H. Revell Co., New York. 
Worcester, On Holy Ground, two vols., $1.50 each. J. B. 

Lippincott Co., Philadelphia. 
Hilly er, Kindergarten at Home, **$1.25. Baker & Taylor 

Co., New York. 
Poulsson, Father and Baby Plays, $1.25. Century Co., 

New York. 

3. Stoey Books foe Motheks 

Bailey & Lewis, For the Children's Hour, $1.50. Milton 

Bradley Co., Springfield, Mass. 
Lindsay, Mother Stories, $1.00. Milton Bradley Co., 

Springfield, Mass. 
Lindsay, More Mother Stories, $1.00. Milton Bradley Co., 

Springfield, Mass. 
Poulsson, Child Stories and Rhymes, $1.25. Lothrop, Lee 

& Shepard Co., Boston. 
Richards, The Golden Windows, $1.00. Little, Brown & 

Co., Boston. 
Welsh, (ed.). A Book of Nursery Rhymes (Mother Goose 

Melodies), 30c. D. C. Health & Co., Boston. 
O'Shea, (ed.), Six Nursery Classics, 20c. D. C. Heath & 

Co., Boston. 
Murray, Story Book Friends, 50c. Little, Brown & Co., 

Boston. 
Smith, Three Little Cotton Tails, 25c. A. Flanagan Co., 

Chicago. 
Endicott, Stories of the Bible, three vols., 60c. each. 

Educational Publishing Co., Chicago. 
Proudfoot, Child's Christ Tales, 75c. A. Flanagan Co., 

Chicago. 
Herbst, Tales and Customs of the Ancient Hebrews, 35c. 

A. Flanagan Co., Chicago. 

4. Books foe the Home Reading of Beginnees ' 
Childeen 

Welsh, A Book of Nursery Rhymes, 30c. D. C. Heath & 
Co., Boston. 

[83] 



THE CHUECH SCHOOL 

O'Shea (ed.), Old World Wonder Stories, *20c. D. C. 
Heath & Co., Boston. 

Johnson, The Oak Tree Fairy Book, $1.50. Little, Brown 
& Co., Boston. 

Walker, Lady Hollyhock and Her Friends, $1.25. Double- 
day, Page and Co., Garden City, N. Y. 

Harris, The Eugene Field Reader, *40c. Charles Serib- 
ner's Sons, New York. 

Grover, The Sunbonnet Babies' Book, 75c. Rand Mc- 
Nally & Co., Chicago. 

Davis, Nature Stories for Youngest Readers, *40c. Edu- 
cational Publication Co., Chicago. 

Smith, Three Little Cotton Tails, 25c. A. Flanagan Co., 
Chicago. 

Smith, Little Bear, 25c. A. Flanagan Co., Chicago. 

Potter, The Tale of Peter Rabbit, 50c. Frederick Warne 
& Co., Boston. 

Johnson, What Bid the Black Cat Do? 75c. Dana Estes 
& Co., Boston. 

Grover, Art Literature Primer, *30c. Atkinson, Mentzer 
& Co., Chicago. 

(For books on plays and games see Chapter VI.) 



[84] 






A primary class at work, 
books, pictures, paste, etc. 



Notice the table equipment, chairs, 




An attractive Primary Department with abundant equipment 
and plenty of light. 



CHAPTEE VI 
THE PRIMARY DEPARTMENT 

1. Scope 

This department includes children six, seven 
and eight years of age and corresponds to the 
first, second and third grades of the public 
school. 

2. The Natuee of the Pkimaey Child 

There is no sudden transition from the Be- 
ginners ' to the Primary child. The Primary 
child is the Beginners' child plus a larger 
world, for the child is now in the regular pri- 
mary school, with new facts to organize, plus a 
budding reasoning faculty which asks queer 
questions about experience, plus a conscious- 
ness of self which tends to express itself. 

The child increases 32 per cent in weight and 
13 per cent in height, from six to nine years. 
a. The Physi- This rate of growth is less than that 
cai child f fag preceding three years. The 

death rate is decreasing and the child is devel- 
oping an increased power to resist disease. 1 
There is, however, a "period of fatigue" last- 
ing six months to a year. This may be looked 

1 Burk, "Growth of Children in Height and Weight,' ' in 
American Journal of Psychology, 1898, vol. 9, pp. 253-336. 

[85] 



THE CHURCH SCHOOL 

for at about the eighth year. It is probably 
due to the increased burden upon the heart, the 
heart being relatively weak. At this age the 
heart is one-third the adult size and the body is 
relatively much larger. The little heart is 
taxed to its limit to pump blood through the big 
body, hence any additional effort soon causes 
exhaustion. 

"The rapid physical growth indicates that a 
large part of the potential energy normally 
available for other purposes is now utilized in 
the building up of new tissues. ' ' 1 For these 
reasons there is an increased liability to disease 
at this age. 

The child's rapidly growing body must have 
exercise. This it finds in play. But play is se- 
rious and absorbing to the child and not relax- 
ing as it is to adults. The child's plasticity 
protects him from overwork. He cannot con- 
centrate his attention for an extended time. 
There is great danger from child labor at this 
period. Children need plenty of wholesome ex- 
ercise, but they must not be forced to overtax 
their strength. 

(1) Apperception. As the child enters the 
primary school his world enlarges and new 
, ,, , T ., experiences demand explanation. 

b. Mental Life * . ■,•-,- • i xi 

Apperception, which is simply the 
mind's method of explaining all new things in 
terms of all the old things one knows, is now 
compelling the child to organize his rapidly 
growing world on the basis of his previous ex- 

1 Bagley, Educative Process, p. 187. 
[86] 



PRELIMINARY DEPARTMENT 

periences. The amusing mistakes of children 
of this period are usually simply illustrations 
of the workings of the law of apperception. 
The Primary teacher must be prepared to have 
all the teachings of the nursery and Beginners ' 
Department read into all the new stories and 
experiences of the later period. 1 

(2) The Transition from Fancy to Rea- 
son. The child enters the Primary period still 
fancy-full, controlled by images, living in a 
world of fairies, brownies, myths and legends. 
The kindergarten has wisely suited its methods, 
its play, its stories, to this mental condition of 
the child, and instead of crushing the imagina- 
tion by an attempt to force the conventional 
upon the fancy-ridden mind it stimulates the 
faculty and lets the child grow into the conven- 
tional. In his "Psychological Foundations of 
Education," Dr. W. T. Harris shows how the 
child grows from the fanciful to the real. At 
first the child is satisfied with a stick horse; 
later he demands a stick with a head to it ; then 
he ties a rope on it for a tail ; then he must have 
a saddle and bridle, the hobby horse, and finally 
he is satisfied with nothing but the real horse. 
The growing power to see differences, to ana- 
lyze, has led him from a toy to a reality. That 
which began in play, ended in work. At this 
stage he abandons his stick horse and the 
teacher must abandon or change her symbols. 

1 DuBois, The Point of Contact, should be read by every 
Primary teacher who wishes a clear statement of the relation 
of apperception to methods of teaching. 

[87] 



THE CHURCH SCHOOL 

This power to see differences, to analyze, to 
see causes and note results, announces to the 
teacher that the thinking power has begun to 
clip the wings of fancy and hold it down to the 
realms of the actual. At an earlier period the 
child would revel in the imagery of the cow 
that jumped over the moon, but now he ques- 
tions the fact and observes that "our cow can't 
jump over the moon." 

The period from six to ten years of age may 
be called a transition period in the develop- 
ment of the imagination. It is during this 
period that the thought powers gain the su- 
premacy over fancy and hold the imagination 
down to the realms of truth. The transition is 
gradual, but as reason and judgment grow they 
pull in the sails of wild fantasy and the child 
passes into a third period of the development 
of the imagination. In this period the imagina- 
tion is still active, but it is bounded on one side 
by observation and perception and on the other 
by judgment and reason. 

By the time this third period begins, at about 
the tenth year, the child has mastered the me- 
chanics of reading and is able to take up the 
study of geography, history and literature, 
which are preeminently the studies for the de- 
velopment of the imagination. Should the 
imagination now propose some plan entirely 
foreign to the possible, the perception and rea- 
son would present facts and arguments that 
would soon force the mind to abandon the plan ; 
but should the facts and arguments show the 

[88] 



PRELIMINARY DEPARTMENT 

plan to be within the limits of possibility the 
mind would soon fill the vision with the ma- 
terial and the world would have a new inven- 
tion. 

Sometimes we find men who are visionary, 
whose imaginations are too highly developed, 
it seems, and the question arises, "How can we 
hold a flighty imagination in check V By not 
exercising it? No. It will exercise itself. We 
cannot prevent that. We must therefore direct 
the exercise into the proper channels. Experi- 
ence and reason are the agencies of control. If 
imagination becomes too flighty we should add 
to the general knowledge, increase perception 
and strengthen judgment and reason so that 
they will be able to cope with their wild and 
flighty neighbor. By cultivating the faculties 
which directly bear upon imagination, and, as 
it were, surround it by good neighbors, we can 
best hold the imagination in bounds. 

Friends of moral and religious education 
must not underestimate the place of imagina- 
tion in the development of the man who is to 
walk by faith and not by sight, for imagination 
is behind all faith, all sympathy, all ideals. 
Myths, folk lore, legends, fairy tales, drama- 
tization, etc., which the public schools employ 
to develop the imagination, must not be op- 
posed by the church as agencies fostering lying 
and deception. They must be encouraged as 
means of cultivating the mental faculty that 
will enable children to see the reality which 
transcends the senses, the truth behind the sym- 

[89] 



THE CHUBCH SCHOOL 

bols of the church; the faculty which will en- 
able our children to feel as well as to think, to 
love mercy as well as to demand justice, "to 
live for those who love them and the good that 
they can do. ' ' 

It will be clear from the foregoing that the 
Primary child is in the period of transition in 
which reason is getting control of fancy. ' ' His 
thinking is still predominately of the concrete 
order, and his judgments, in the main, are of 
the practical type. It is still far too early for 
conceptual thought and logical reasoning, since 
the condensation of experience has not yet pro- 
gressed to that point where symbols may effec- 
tively rid themselves of their attendant 
imagery. ' ' 1 

At this period the reasoning power is not suf- 
ficiently developed to make it a reliable guide 
to truth and conduct, but as it gradually de- 
velops it brings the child from the realms of 
imagery to the realms of reality. From this 
time on the child will be forced to deal with 
three things: 

(a) Images; great ideal truths, bigger than 
facts, which will abide forever. 

(b) Facts; the world of experience. 

(c) Mere fancy; the unreasoned flights of 
fancy which, like the child's soap bubbles, go 
out into nothingness when struck with the sim- 
ple facts of experience. 

With the dawn of reason the child begins to 
ask for "really true" stories. He should be 

1 Bagley, Educative Process, p. 188. 
[90] 



PBELIMINARY DEPAKTMENT 

frankly told which are stories of fact and which 
are stories of fancy; but he should be shown 
how the stories of the imagination are also in a 
very real sense true stories, teaching great 
abiding truths. This method should apply to 
Bible stories. There are realistic and idealis- 
tic stories in the Bible, and this should be 
frankly admitted if we would keep the child's 
confidence and respect. The Santa Glaus story 
has value; it should be told to children, but 
when reason questions the reality of the story, 
the mother and the teacher are the ones to as- 
sist the real to be swallowed up into the ideal. 
(For further reading on this topic see St. John, 
Stories and Story Telling, pp. 16-31.) 

3. The Chaeacteeistics of Peimaey Play 

Play is the response to a stimulus in terms of 
the image which it suggests, and not in terms 
of the stimulus itself. The stick suggests a 
horse and when the child treats it as a horse 
and not as a stick he is playing horse. 

But the young child is not conscious of his 
images; he does not abstract. In his play the 
satisfaction comes with the expression of the 
image. In play the image is the end. But when 
the reason begins to manifest itself there arises 
an interest to be reached in an end beyond the 
image. And this turns the play into a game. 
Top spinning is a play; the satisfaction is in 
the spinning top. Spinning a top with compe- 
tition is a game; the interest is in the winning, 
in the skill displayed, and not simply in the 

[91] 



THE CHUBCH SCHOOL 

spinning. From eight to nine, as the child 
passes into the junior period, interests shift 
from end to method. This is the age of puzzles, 
technique and skill. The school must not force 
this interest in technique. 

The transfer of interest in the present action 
to an interest in how it is going to come out is 
seen in the familiar game of "hide and seek." 
The younger children will run and get caught 
and the older ones will "watch their chance." 
This period of transition will take the child 
from play to work. Play is the response to the 
image for the sheer joy of the response; work 
is that activity which involves the adjustment 
of means to ends. There will be no drudgery 
in work if the imagination has been properly 
developed. 

4. The Moeal Significance of the Primary 
Period 

In the child's response to images is the basis 
of future control. Dramatic play rehearses the 
child in motor control in terms of inner con- 
sciousness and images. Self-control may be 
defined as one's power to control one's will in 
terms of one's imagery. 

The Primary period sees the child con- 
sciously projecting ends for the first time. He 
begins to project ends that are his very own, 
and he finds joy in working to realize a pre- 
conceived image. This delight in the exercise 
of the power of projecting ends causes him to 
resent the interference of his elders. This ex- 
[92] 



PRELIMINAKY DEPABTMENT 

plains the cases of self-will often seen in chil- 
dren seven or eight years of age. The child 
loves to test his own strength and skill. His 
success is individualistic. Team play will de- 
velop later. The ' ' self-willed ' * child must learn 
to consider the ends of others as well as his 
own. He must be socialized to prevent selfish- 
ness. It is the duty of home and church and 
school to socialize the child's capacity to pro- 
ject ends. Impersonation is simply the child 
at work projecting himself into his environ- 
ment. This must be used as a tool to acquaint 
the child with an ideal social world to whose 
standards he must conform. 

Work and play must be brought together 
through constructive work, art work, painting, 
weaving, etc. The child must bring the real 
and the ideal together by living the real and the 
ideal together, by having a real life glorified by 
the great ideals of religion. When the real life 
can be so idealized in conduct, life and religion 
will be together; religion will be life, and life 
will be religion. 

Professor Coe says: "The unity of good 
character consists in holding to a social end or 
purpose through a period of time, and making 
the details of conduct all contribute to that 
end. ' ' * But it is just this ability to select a 
social end and hold it in mind for an extended 
time which the child does not have developed at 
this time. Commenting on the child's in- 
capacity for sustained active attention at this 

1 Proceedings of N. H. A., 1911. 

[93] 



THE CHURCH SCHOOL 

time, Professor Bagley says: "If we think of 
morality as the subordination of momentary 
impulse to a remote end, we must consider the 
child at this time of his life as neither moral 
nor immoral, but rather unmoral. Since he is 
largely incapable of inhibiting unsocial im- 
pulses with reference to an ideal, — for he 
lives in a world of reals, — he must some- 
times be forced to this inhibition by the in- 
centives of pleasure and pain — using these 
terms in a strictly physical sense. Gradu- 
ally, as the ability to hold in mind the 
more remote and intangible ideas comes to 
be developed, these primitive methods may give 
place to those of higher degree. The child will 
recognize that the unsocial impulse may prof- 
itably be sacrificed in order to gain a reward or 
avoid a punishment which his widening experi- 
ence now reveals to him. At a still later 
period, — probably not until the onset of ado- 
lescence, — the abstract ideas of honor, duty, 
and obedience functioning in conceptual judg- 
ments, may come to dominate his conduct. ' ' * 
The foregoing discussion makes it clear that 
the pedagogy of the Primary period must in- 
clude the following rules. 

a. Present social ends in terms of vivid con- 
crete imagery. Stories of real and ideal per- 
sons who lived lives of real service, and found 
favor with God and man, are the most powerful 
educational instruments. 

b. Stimulate the child's active attention to 

1 Educative Process, pp. 189-190. 
[94] 



PRELIMINARY DEPARTMENT 

these ends, associating pleasure with social 
conduct, and pain and displeasure with non- 
social acts. 

5. The Mateeial of the Cubeicultjm 
The lessons in this department, as in the Be- 
ginners ' Department, should be arranged in 
series, under related themes. Stories largely 
drawn from the Bible must be selected to illus- 
trate the themes. The lessons should be modi- 
fied in succeeding years to meet the needs of 
the growing reason and the self-asserting will, 
as pointed out in the discussion of the Primary 
child's nature. 

This year's work should be devoted largely 
to the creation stories and other stories ex- 
pressing God's power, love and 
care. The two preceding years in- 
troduced the child to God as a loving Father. 
This year must teach the child more about the 
loving Father, — his power, love and care, and 
awaken within the child responsive love, trust 
and obedience. In addition to stories of God's 
power and love, and stories of the fitting re- 
sponse of men to God, in worship, praise and 
obedience, this year's work should introduce 
stories showing how God can be pleased by 
right conduct. It must be remembered that 
this is the period when one must learn to so- 
cialize his conduct, — to live in groups. The 
child must have stories of how God's children 
have handled themselves in all sorts of situa- 
tions and they should be given practice in hsm- 

[95] 



THE CHURCH SCHOOL 

dling themselves in the same way in similar 
situations. It was very appropriate that the 
International Graded Lessons should contain 
such topics as : 

Joseph Obeying His Father 
Joseph's Unkind Brothers 
Joseph's Kindness to His Brothers 
How Abraham Stopped a Quarrel 
Four Young Men Choosing the Eight 
David's Care of the Sheep 
A Captive Maid Trying to Help 

In teaching these lessons it must be remem- 
bered that the purpose is to secure control 
through right imagery. 

The International Graded Course has an- 
nounced the following aims for this year's 
work: 

Second Year (1) Tq ^^ ^ wayg ^ ^^ 

children may express their love, trust and 
obedience. 

(2) To show Jesus the Saviour, in his love 
and work for men. 

(3) To show how the helpers of Jesus and 
others learn to do God's will. This third item 
is the one to be stressed. Children must have 
concrete examples of men and women who have 
done God's will. These examples should be 
brought closer home. The children should have 
pointed out the virtues as they are exemplified 
in their own lives, and in the lives of others. 

The themes of the year will include stories of 
God's house, God's day, God's book, etc.; sto- 
[96] 



PRELIMINARY DEPARTMENT 

ries showing obedience to God's will; childhood 
stories of Jesus, and stories of helpers of Jesus 
in this and other lands. These stories should 
be made very concrete and real to the children. 
This year's work seeks to build upon the 
work of the first and second years by telling : 

(1) About people who chose to 

Third Year ^ q^ ^ 

(2) How Jesus by his life and words and 
wonderful works revealed the Father's love 
and will for us. 

(3) Such stories as will make a strong ap- 
peal to the child and arouse within him a desire 
to choose and do that which God requires of 
him. 

In order that these Bible stories may issue in 
conduct in the lives of the children the stories 
must be very real — the characters must not be 
far off, must not be other-worldly beings — they 
must be real flesh-and-blood men and women. 

Children are interested in the marvelous and 
wonderful only when it relates to the here and 
now. This means that pictures, models, sand 
and clay and every conceivable method of illus- 
tration must be used to make the truth real, 
vital and immediate. 

6. ExPEESSIONAL WOEK FOE THE PeIMAEY 

Depaetment 

The expressional work for the Primary De- 
partment cannot be divorced from the work of 
instruction. The parents and the teachers 
must direct this work in connection with the 

[97] 



THE CHURCH SCHOOL 

regular lesson topics. There should be no 
"Buds of Hope," ' l Sunbeams ' ' or other sep- 
arate organizations for teaching temperance, 
missions or any other theme. All these topics 
should find their proper place in connection 
with the regular lesson topics. 

The child learns in the regular lesson that his 
body is the gift of God. In connection with this 
lesson he may be taught to care for his body as 
the temple of the living soul. A temperance 
lesson thus taught will find itself related to the 
whole problem of life and when so related it 
will be remembered. 

It must be kept in mind that the great task of 
this period is to teach the child to project his 
ends in the interest of the group in terms of a 
great religious ideal. The home and the school 
constitute his world. The home group and the 
immediate classmates, who are also his play- 
mates, constitute the society in which the child 
is to be taught control through imagery of ideal 
conduct. 

The home should be a real democracy in 
which parents and children live a common life 
a. Home together. There should be com- 

Xctivities radeship, love, cooperation. Such 

a home offers lessons in helpfulness, forbear- 
ance, self-control. When the child comes to the 
age when he seeks to project his own ends at 
the expense of others, the home should enforce 
the "rule of the majority." The child should 
not be permitted to gratify his own wishes at 
the expense of others. He should be assigned 

[98] 



THE CHURCH SCHOOL 

regular "chores' ' or tasks for which he is held 
responsible. These should be social tasks. He 
must do certain parts of the family work, carry 
in the wood, wash the dishes, etc. He must 
share in the labor and the pleasure of the 
group. In enforcing this rule of the home 
group, the parents should make use of the re- 
ligious imagery which the church school is 
teaching. In this way the church stamps its 
ideals upon the home and the home in turn 
stamps them upon the child. 

The child's prayers should be petitions for 
help to be kind, helpful, obedient. They should 
seek God's help to live with others helpfully. 
Stories, home readings and games should be se- 
lected with a view to socializing the child's 
conduct. 

Parents of Primary children should assist 
their children with the home work assigned by 
the church school. The lessons and stories 
should be talked over together and the imagery 
of the lessons should be used as a basis of con- 
trol in the daily life of the home. 

The day school performs a great service to 
society in socializing conduct. The discipline 
b. Day school °f the school, the group activities, 
Activities e ^ c ^ are a n valuable factors in es- 

tablishing control in terms of the best interests 
of the group. The home and the church school 
should correlate their work with that of the 
day school. 

(1) Worship. The Primary Department 
should provide carefully planned services of 
[99] 



PEELIMINAEY DEPAETMENT 

worship. The prayers should be simple, beauti- 
ful petitions. The child should 
school learn to talk with his loving heav- 

enly Father. The songs must be 
beautiful, and selected to suit the lesson 
themes. 

The prayers and songs used in the general 
exercises of the department should be taught to 
the children at home and at the class hour. The 
worship period is not the time to give lessons 
in vocal music, or exposition of texts. The 
school should use in its worship only that ma- 
terial which has been taught elsewhere. 

As samples of the beautiful poetry which 
may be learned by the children and used in the 
worship service of this department, the follow- 
ing selections relating to Grod, the Creator and 
wonderful Father, are given: 

Can you count the stars that brightly 

Twinkle ija the midnight sky? 

Can you e^unt the clouds so lightly 

O'er the meadows floating by? 

God, the Lord, doth mark their number 

With his eyes that never slumber; 

He hath made them every one. 

— Selected. 

Little beam of rosy light, 

Who has made you shine so bright? 

Little bird with golden wing, 
Who has taught you how to sing? 

— Primary Teacher's Text, First Year, Part I. 

Back of the loaf is the snowy flour, 
And back of the flour is the mill, 

[100] 



PEELIMINAEY DEPAETMENT 

And back of the mill is the wheat and the shower, 
And the sun and the Father's will. 

— Primary Teacher's Text, First Year, Part I. 

Do you know how many children 
Rise each morning blithe and gay? 
Can you count the little voices, 
Singing sweetly day by day? 
God hears all the little voices, 
In their pretty songs rejoices, 
He doth love them every one. 

— Selected. 

The Silvee Moon 

"0 moon, silver moon, you are shining so bright, 
I wonder, dear moon, what you're watching tonight. 
Do you watch the white clouds like ships sailing by? 
Do you watch the bright stars twinkle up in the sky? 
The wee sleepy babies so dimpled and small, 
The red rose asleep by the gray garden wall? 

moon, silver moon, you are shining so bright, 

1 wonder, dear moon, what you're hearing tonight. 
Do you hear the soft song that the little brook sings? 
Do you hear the low rustle of fluttering wings? 

The faint little chirp that the mother bird makes 
When one of the baby birds startles and wakes? 

moon, silver moon, send your tenderest light, 
On all the dear children who slumber tonight; 
Look lovingly down from the dark midnight sky, 
And steadily shine while the hours go by, 
And tell of our Father who watches above, 
Protecting and keeping us all with His love." 

— Primary Teacher's Text, Second Year, Part IV. 

(2) Classroom Activity. The lesson stories 
must be retold by each child. This may be done 
orally, in pantomime, by drawing, dramatiza- 

[101] 



THE CHURCH SCHOOL 

tion, paper cutting, modeling. It is essential 
that the lesson get into the muscles, and this 
can be done only by the backlash of expression. 
The class must be kept small to make it pos- 
sible for the teacher to direct the work of each 
child. 

(3) Group Benevolences and Social Life. 
The child must be taught to carry out his plans 
as a member of a group. The little class forms 
a good basis for group activity. Having 
studied a lesson about God's care for the needy, 
they may be told of the needy children in their 
own community, and together, with the wise 
leadership of the teacher, they may plan to do 
something to relieve the need. The point to be 
insisted upon here is that they do it as mem- 
bers of a group. They may carry flowers to 
the sick, bring pennies to buy milk for sick 
babies, etc. But they are doing it as a class, 
not as individuals. Together they discuss the 
proper disposition of the class funds. It is 
their treasury and their service to the needy. 

The class may have its little parties at which 
appropriate games are played. This again 
creates a comradeship which makes the ideals 
of the group the ideals of all the individuals of 
the group. 

Through stories, pictures, models, and by 
the presence of Indians, Japanese, Chinese, 
etc., in the community they get their early ideas 
of God's great family in many lands. Object 
lessons and stories of the child life of other 
lands will make these people real to the Pri- 
[102] 



PRELIMINARY DEPARTMENT 

mary children and they can thus have their 
sympathies aroused by learning that these chil- 
dren do not enjoy blessings which the mem- 
bers of the class enjoy. Their response is real 
missions. 

The child 's interest in foreign missions must 
not be forced. His world is the home and 
school, playmates, pets, acquaintances. It is 
important that he live a life which fills this 
world full. 

7. Organization 

This department will be organized with the 
following officers : 

a. Superintendent. The duties outlined in 
chapter V for the superintendent of the Begin- 
ners ' Department will all apply to this officer. 
In planning the work of this department the 
superintendent will get much help from Miss 
Thomas ' ' ' Primary Lesson Detail. ' ' With this 
concrete pattern each superintendent should 
build an individual plan book suited to local 
conditions. 

b. Secretary 

c. Music leaders, who are in sympathy with 
the ideals of the department. 

d. Class Teachers. Classes should be small, 
six or eight children being enough for one 
teacher. The class teachers will be in charge 
of much of the expressional work, and it will 
be impossible for this to be done in larger 
groups. 

Primary teachers should prepare a detailed 
[103] 



THE CHUBCH SCHOOL 

plan book for each class lesson and also for 
each expressional period. Frequent confer- 
ences with the superintendent and teachers of 
the department are absolutely essential for ef- 
ficient work. 

8. Equipment 

a. Department Rooms 

(1) Kind of rooms 

If possible have an assembly room with 
rooms for each class adjoining, i. e., first, sec- 
ond and third grades; separate from other 
departments, and on the first floor; full of 
sunshine, light from side and back. 

A cloakroom should be provided for chil- 
dren's wraps. These should always be re- 
moved. 

Have the rooms beautiful and harmonious in 
color. Colors should be soft and restful. 

(2) Furnishings of rooms 

There should be sufficient furniture in the 
assembly room and class rooms to make it un- 
necessary to move the furniture from room to 
room during the session of the school. 

(a) Kindergarten tables and chairs. Avoid 
,red chairs. The Moulthrop chair is most satis- 
factory. 1 

Height of tables, 22 to 27 inches. 
Height of chairs, 11 to 14 inches. 

(b) Piano 

(c) Teacher's desk 

(d) Sand trays may be used for story work. 

^angslow, Fowler Co., Rochester, N. Y. 
[104] 



PBELIMINARY DEPARTMENT 

These should be zinc-lined and placed on top of 
tables. 

(e) Blackboard. This should be built in the 
front walls of the room and should be low 
enough so the children can reach it. 

(f ) Case for equipment. Have drawers and 
trays and label all material. 

(g) Furniture should be in harmony with 
the color scheme of the rooms. 

(h) Rug , in harmony with the color scheme 
of the room. 

(i) Pictures, hung low enough to be touched 
by the children. 

Among those suitable are the following: 

The Sistine Madonna, BapJiael 

The Good Shepherd, Plockhorst 

The Madonna of the Chair, Eaphael 

The Divine Shepherd, Murillo 

Christ Blessing Little Children, Plockhorst 

Detail Head of the Boy Christ, Hofmann 

b. Equipment for Lesson Teaching. 

(1) Pictures 

(a) Large pictures mounted for class use. 

(b) Small pictures for illustrating stories in 
note books. 

(2) Models and objects for illustrating les- 
sons. Sheep-fold, tents, ram's horn, mill, 
scroll, camels, water jars, wells, oriental 
houses, missionary object material, dolls, etc. 
(These may be secured from Wm. H. Dietz & 
Co., Chicago, 111., or from any denominational 
publishing house.) 

[105] 



THE CHUECH SCHOOL 

(3) Primary books. Bible stories, music, 
art, handwork, etc. 1 

(4) Equipment for illustrating stories. 
Scissors, paper for cutting, pencils, drawing 
paper, paints, colored paper, paste, etc. 2 

(5) Clay and sand may be secured from 
Thomas Charles Co., Chicago, or A. Flanagan 
Co., Chicago. 

(6) Cabinet collection. Material for illus- 
trating stories. The children can bring much 
of this material from their homes. 

9. Pkogeam 

As in the Beginners ' Department, the pro- 
gram of exercises is so constructed as to pro- 
vide for instruction, expression and worship. 
It is important that the home cooperate with 
the teachers by giving opportunity for the re- 
statement of the lesson at home and by di- 
recting the religious impulse in expressions 
suitable to the child's needs. Here again the 
graded lessons should provide detailed direc- 
tions to parents. 

The following is a suggested program for 
Christmas. The songs, prayers, story and 
handwork are planned to harmonize with the 
Christmas theme. Special programs may be 
worked out for Thanksgiving and Easter, fol- 
lowing the same general plan. The general 

1 See lists, at the close of this chapter. 

2 See catalogue of Thomas Charles Co., Chicago ; or Milton 
Bradley Co., Springfield, Mass. 

[106] 



PBELIMINARY DEPARTMENT 

outline will apply to the regular Sunday 
sessions of the school. 

Part I. Devotional Period 

(1) Quiet Music 

This should be beautiful and quiet, instru- 
mental music creating an atmosphere of devo- 
tion. 

(2) Prayer Song 

"For the new morning with its light, 

For rest and shelter of the night, 

We thank the heavenly Father. 

For health and food, for love and friends, 

For everything his goodness sends, 

We thank the heavenly Father." 



-Selected. 



(3) Greeting 
Just a word from teacher or children. 



(4) Opening song and response 

"The Lord is in his holy temple, 

The Lord is in his holy temple, 

Let all the earth keep silence, 

Let all the earth keep silence before him. 

Keep silence, keep silence before him." 

— Selected. 

Response 

"This is the day the Lord has made, 
We will rejoice and be glad in it." 

(5) Song 

"For Jesus born a little child, 
We thank our heavenly Father; 

For Jesus loving, kind and mild, - 
We thank our heavenly Father; 

For Jesus Christ, the children's Friend, 

Who in our hearts his love doth send, 

[107] 



THE CHURCH SCHOOL 

For Christ who helps us to the end, 
We thank our heavenly Father." 
(For music see Sunday Songs for Little Singers.) 

(6) A talk with the children about the 
Christmas gifts 

(a) First, talk with the children about the 
heavenly Father's many gifts. Recall Thanks- 
giving stories. Why are we all so happy now? 
God's greatest gift. 

(b) Children have many little gifts made to 
be given to the poor or sick, and perhaps chil- 
dren of other lands. Others have today 
brought dolls, story books, pictures, etc. Some 
have saved pennies to give. 

(c) Plan together how and when to send 
these. 

(d) Let children tell God how glad they are. 
Teacher directs little prayers. 

(7) Children in circle for offering 

All to march and leave offering (any of the 
above), singing as they march: 

Little Child's Gift Carol 

"Happy, happy Christmas ! Let our voices chime, 
Long ago was Jesus born, at this blessed time, 
Happy, happy Christmas, therefore do we sing, 
As our little gifts of love to our friends we bring." 

— Poulsson, Holiday Songs. 

(8) Prayer for offering (given by teacher). 
Children may stand back of chairs with heads 
bowed and arms folded or they may kneel at 
chairs. 

[108] 



PRELIMINARY DEPARTMENT 

Part II. Story Period 

(1) Talk with children a little while about 
the Bible story of the birth of Christ that you 
are going to tell. Let them ask questions or 
talk. Have the Bible and show them where the 
story is told. 

(2) Quiet moment. 

(3) Story told. 

Tell the story in a very simple way, quoting 
parts from St. Luke. See Beginners' and Pri- 
mary Graded Course for story; also " Child 
Religion in Song and Story' ' and good books 
on Bible stories. Read Bible story very care- 
fully. Show picture of the "Holy Night" or 
the "Sistine Madonna" as story is told. It is 
always best just to tell the story of the birth at 
this time and leave the story of the wise men 
until after Christmas. 

Part III. Expressional Period 

In a very short time the children may paste a 
little picture of the Sistine Madonna or the 
Holy Night on a plain piece of cardboard or in 
a little folder and tie it with red or green rib- 
bon. A little spray of holly may be pasted on 
or colored by the children. This makes a little 
gift to be taken home to mother and also helps 
the child to remember the story. 

Dismiss with an appropriate closing prayer 
by the teacher. 



[109] 



THE CHUKCH SCHOOL 

10. Tests foe the Peimaky Depaetment 

Are the Primary children showing an in- 
creasing interest in the welfare of others? 

Have the children been taught the great 
Bible stories showing the heavenly Father's 
love, and have they related these stories till 
they are a part of their very nature? 

Have the Primary children learned to love 
God's book, God's day, and God's house, and is 
this love shown by their habitual behavior in 
church and their regard for the Lord's Day? 

Are parents being urged to help their chil- 
dren with their lessons for the church school, 
and do they revive and restate the lessons so 
that the conduct of the week is determined by 
the vivid imagery of the weekly lessons ? 

Do the Primary teachers see that the Bible 
lessons are worked over into appropriate re- 
sponses, by supervising handwork, and by 
social and benevolent responses suitable to 
Primary grades? 

What games do the children play? "What 
books have they read? Check the books listed 
in this chapter that are in the homes in your 
community. 

What books have the Primary teachers read 
during the past year? Check the books for 
teachers listed in this chapter which are in your 
teachers' library. 

Compare the notebooks of the third-year 
pupils with those of the first-year pupils. Do 
they show progress? 

[110] 



PRELIMINARY DEPARTMENT 

Have the parents of the Primary children 
been called together frequently for frank dis- 
cussions regarding the purpose of the lessons 
in the Primary grades? Have they been in- 
structed regarding expressional work at home, 
and have they been advised what books parents 
should buy to aid them in rearing young chil- 
dren? 

In short, has God's will been made so con- 
crete that its vivid imagery leads the child to 
do God's will? Is conduct socialized in terms 
of good will? 

11. Songs foe the Peimaey Geades 
a. Devotional and Offering Songs 

"Thanks for the Daily Blessings/' Hill, Song Stories for 

the Kindergarten, p. 3. 
"A Morning Thanksgiving," Poulsson, Holiday Songs, p. 

73. 
"Thanks for Constant Care," Hill, Song Stories for the 

Kindergarten, p. 19. 
"Morning Hymn/' Mills and Merriman, Nature Songs and 

Stories, p. 70. 
"A Song of Thanks," Poulsson, Holiday Songs, p. 72. 
"Morning Hymn," Walker and Jenks, Songs and Games 

for Little Ones, p. 7. 
"Offering Song/' Ferris, The Sunday Kindergarten. 
"Little Child's Gift Carol," Poulsson, Holiday Songs, p. 

86. 
"Father in Heaven," Danielson and Conant, Songs for 

Little People. 

b. Songs Suitable for Primary Lessons 

"God's Love/' Hill, Song Stories for the Kindergarten, p. 

72. 

[Ill] 



THE CHURCH SCHOOL 

"God's Work," Hill, Song Stories for the Kindergarten, 
p. 71. 

"God, Make My Life a Little Light," Walker and Jenks, 
Songs and Games for Little Ones, p. 13. 

"Jesus, Friend of Little Children," Danielson & Conant, 
Songs for Little People, p. 25. 

"Little Lamb, Who Made Thee?" Danielson & Conant, 
Songs for Little People, p. 8. 

"Blessings on Effort," Hill, Song Stories for the Kinder- 
garten, p. 26. 

d. Autumn Songs 

"Where Do All the Daisies Go?" Walker and Jenks, 
Songs and Games for Little Ones, p. 47. 

"Nature's Good Night," Hill, Song Stories for the Kinder- 
garten, p. 22. 

"Come, Little Leaves," Walker and Jenks, Songs and 
Games for Little Ones, p. 44. 

"Autumn," Mills & Merriman, Nature Songs and Stories, 
p. 14. 

"Goodbye to Summer," Eleanor Smith. No. 18. 

d. Thanksgiving Songs 

"Thanksgiving Song," Hill, Song Stories for the Sunday 

School, p. 27. 
"Harvest Song," Danielson & Conant, Songs for Little 

People. 
"Can a Little Child Like Me?" Walker and Jenks, Songs 

and Games for Little Ones, p. 8. 
"We Thank Thee," Poulsson, Holiday Songs, p. 76. 
"Thanksgiving Day," Poulsson, Holiday Songs, p. 77. 
"A Song of Thanks," Poulsson, Holiday Songs, p. 72. 
"We Plough the Fields, Chamberlin, Child Religion in 

Song and Story, (Walks with Jesus) p. 222. 

e. Christmas Songs 

"Little Child's Gift Carol," Poulsson, Holiday Songs, p. 
86. 

[112] 



PEELIMINARY DEPARTMENT 

"The First Christmas," Poulsson, Holiday Songs, p. 93. 
" Shine Out, Blessed Star," Walker and Jenks, Songs 

and Games for Little Ones, p. 63. 
"Children, Can You Truly Tell?" Walker and Jenks, 

Songs and Games for Little Ones, p. 71. 
"Christmas Manger Hymn," Danielson & Conant, Songs 

for Little People, p. 35. 
"Ring, Merry Christmas Bells," Jenks & Rust, Song 

Echoes from Child Land, p. 68. 
"Christmas Night," Hill, Song Stories for the Kinder- 
garten, p. 33. 
"In Another Land and Time," Eleanor Smith, Part I. 
"The Blessed Star," Conant, Songs for Little Children. 
"While Stars of Christmas Shine," Poulsson, Holiday 

Songs, p. 95. 
"The First Christmas Song," Poulsson, Holiday Songs, 

p. 96. 

f. Easter and Awakening Songs 

"Awake! Awake!" Poulsson, Holiday Songs, p. 29. 
"Easter Morning," Poulsson, Holiday Songs, p. 26. 
"The Waking Flowers," Hill, Song Stories for the Sunday 

School, p. 38. 
"God Sends His Bright Spring Sun," Chamberlin, Child 

Religion in Song and Story, p. 235. 
"Lilies Sweet," Poulsson, Holiday Songs, p. 25. 
"At Easter Time," Walker and Jenks, Songs and Games 

for Little Ones, p. 20. 
"The Spring of the Year," Mills & Merriman, Nature 

Songs and Stories, p. 47. 
"Easter Song," Danielson & Conant, "Songs for Little 

People, p. 54. 
"Waiting to Grow," Sheet Music. 
"In the Snowing and the Blowing," Smith, Kindergarten 

Songs. 
"Easter Song," Eleanor Smith, Part I, No. 14. 
"Easter Song," Gavnor, Songs for the Child World, No. 

28. 

[113] 



THE CHUBCH SCHOOL 

"Awake, Says the Sunshine," Eleanor Smith, Part I, No. 

13. 
"Give, Said the Little Stream," Danielson & Conant, Songs 

for Little People, No. 64. 

12. Pictuebs Suitable bob the Peimaest Geades 
First Grade 

Baby Stuart, Van Bych 

The First Step, Millet 

The Knitting Lesson, Millet 

Can't You Talk? Holmes 

The Flight Into Egypt, Van Dyck 

The Nativity, Hofmann 

The Arrival of the Shepherds, Lerolle 

Saved, Lands eer 

The Sistine Madonna, Raphael 

Interior of a Cottage, Israels 

Second Grade 

A Helping Hand, Renouf 

Milking Time, Dupre 

The Children of the Shell, Murillo 

Shoeing the Horse, Landseer 

The Madonna of the Chair, Raphael 

The Sower, Millet 

Holy Night, Correggio 

Embarkation of the Pilgrims, Weir 

Girl with Cat, Hoecker 

Third Year 

The Song of the Lark, Breton 
Pilgrims Going to Church, Boughton 
The Finding of Moses, Delaroche 
Lions at Home, Rosa Bonheur 
Dignity and Impudence, Landseer 
The Angelus, Millet ' 

St. Anthony of Padua, Murillo 

[114] 



PEELIMINAEY DEPARTMENT 

Feeding Her Birds, Millet * 

A Distinguished Member of the Humane Society, 

Landseer 
The Knitting Shepherdess, Millet 

CLASSIFIED BOOK LISTS FOE THE 
PEIMAEY DEPAETMENT 

1. Books foe Peimaky Teachees 

Weigle, The Pupil and the Teacher, 50c, George H. Doran 

Co., New York. 
DuBois, The Natural Way, $1.25. Fleming H. Revell 

Co., New York. 
James, Talks to Teachers on Psychology, $1.50. Henry 

Holt and Co., New York. 
DuBois, The Point of Contact in Teaching, *75c Dodd, 

Mead & Co., New York. 
Teacher's Texts of the Primary Graded Course, 25c. each, 

any denominational publishing house. 
Chamberlin and Kern, Child Eeligion in Song and Story, 

*$1.25. The University of Chicago Press, Chicago. 
Thomas, Primary Lesson Detail, 60c. Pilgrim Press, 

Boston. 
Bryant, How to Tell Stories to Children, *$1.00. Hough- 
ton, Mifflin Co., Boston. 
Primary Teachers' Manual, $1.00. American Baptist Pub- 
lishing Society, Philadelphia. 
Wyche, Some Great Stories and How to Tell Them, $1.00. 

Newson & Co., New York. 
Houghton, Telling Bible Stories, $1.25. Charles Scrib- 

ner's Sons, New York. 
Worcester, On Holy Ground, two vols., $1.50 each. J. B. 

Lippincott & Co., Philadelphia. 
Goodridge, With Scissors and Paste, 25c. A. Flanagan 

Co., Chicago. 
George, Primary Plan Books, 25c. each. A. Flanagan Co., 

Chicago. 
Stuart, Story of the Masterpieces, *$1.00. Methodist Book 

Concern, New York. 

[115] 



THE CHURCH SCHOOL 

Everyland Magazine, 50c. a year, Everyland Publishing 
Co., New York. 

Primary Teacher's Text, Second Year, Part III (for 
missions), 25c, any denominational publishing house. 

Danielson & Conant, Songs for Little People, *60c. Pil- 
grim Press, Boston. 

Scantlebury, Homes of the World's Babies, 50c. A. Flan- 
agan Co., Chicago. 

Poulsson, Holiday Songs, $2.00. Milton Bradley Co., 
Springfield, Mass. 

Jenks & Rust, Song Echoes from Childland, $2.00. Oliver 
Ditson Co., Chicago. 

2. Books eoe Paeents of Peimaey Childeen 

Shearer, The Management and Training of Children, 
*$1.50. The Macmillan Co., New York. 

Harrison, A Study of Child Nature, *$1.00. Chicago 
Kindergarten College. 

Coolidge, First Aid in Nursery Ailments, 50c. Sturgis 
and Walton Co., New York. 

Talmey, Genesis, *$1.50. Practitioners' Publishing Co., 
Chicago. 

St. John, Child Nature and Child Nurture, 50c. The Pil- 
grim Press, Boston. 

Hodges, The Training of Children in Religion, $1.50. D. 
Appleton & Co., New York. 

Rishell, The Child as God's Child, 75c. Methodist Book 
Concern, New York. _ 

Key, The Century of the Child, $1.50. G. P. Putnam's 
Sons, New York. 

Kerr, Care and Training of Children, 15o,. Funk & Wag- 
nails Co., New York. 

Proudfoot, A Mother's Ideals, $1.00. A. Flanagan Co., 
Chicago. 

Teeth, Tonsils and Adenoids (pamphlet), free, Metropol- 
itan Life Insurance Co., New York. 

[116] 



PRELIMINARY DEPARTMENT 

3. Books on Industrial Work, Plays and 
grames for the primary grades 

Baroness Von Palm, Rainy Day Pastimes for Children, 

$1.00. Dana, Estes & Co., Boston. 
Henderson & Palen, What and How? $2.00. Milton 

Bradley Co., Springfield, Mass. 
Goodwin, Goodwin's Course in Sewing, Books I and II, 

50c. and 60c. Frank D. Beattys & Co., New York. 
Poulsson, Through the Farmyard Gate, $1.25. Lothrop, 

Lee & Shepard Co., Boston. 
Walker, Lady Hollyhock and Her Friends, $1.25. Double- 
day, Page & Co., New York. 
Colson & Chittenden, The Child Housekeeper, $1.00. A. 

S. Barnes & Co., New York. 
Johnson, When Mother Lets Us Cook, *75c. Moffat, Yard 

& Co., New York. 
Smith, Games and Plays for Children, 50e. A. Flanagan 

Co., Chicago. 
Newton, Graded Games and Rhythmic Exercises, $1.25. A. 

S. Barnes Co., New York. 
White, The Book of Children's Parties, $1.00. Century 

Co., New York. 
Parsons, Plays and Games for Indoor and Out, *$1.50. 

A. S. Barnes & Co., New York. 
Syrett, Six Fairy Plays for Children, *$1.00. John Lane 

Co., New York. 
Canfield, What Shall We Do Now? $1.50. Frederick A. 

Stokes Co., New York. 
Johnston & Barnum, A Book of Plays for Little Actors, 

*30c. American Book Co., New York. 
Poulsson, Father and Baby Plays, $1.25. The Century 

Co., New York. 
Yale, When Mother Lets Us Give a Party, *75c. Moffat, 

Yard & Co., New York. 
Johnson, When Mother Lets Us Help, *75e. Moffat, Yard 

& Co., New York. 
St. Nicholas Book of Plays and Operettas, $1.00. Century 

Co., New York. 

[117] 



THE CHUECH SCHOOL 

4. Books for Home Beading op Peimaey 
Children 

Jacobs, English Fairy Tales, $1.25. G. P. Putnam's Sons, 

New York. 
Poulsson, Child Stories and Rhymes, $1.25. Lothrop, Lee 

and Shepard Co., Boston. 
Beckwith, In Mythland, 2 vols., each *40c. Educational 

Publishing Co., Chicago. 
Poulsson, Through the Farmyard Gate, $1.25. Lothrop, 

Lee & Shepard, Boston. 
Headland, Chinese Mother Goose Rhymes, *$1.00. Fleming 

H. Revell Co., New York. 
Grover, The Folk-Lore Readers, *30c. and 40c. Atkinson, 

Mentzer & Co., Chicago. 
Fairbanks, Home Geography for Primary Grades, *60c. 

Educational Publishing Co., Chicago. 
Atwater, Stories from the Poets, *25c. Silver, Burdett & 

Co., New York. 
Lang, Bee Martin, 30c. A. Flanagan Co., Chicago. 
Nelson, First and Second Science Readers, 25c. and 30c. A. 

Flanagan Co., Chicago. 
Smith, The Tale of Bunny Cotton-Tail, 25c. A. Flanagan 

Co., Chicago. 
Walker, Tales Come True, *$1.25. Doubleday, Page & 

Co., Garden City, N. Y. 
Grover, Art Literature Readers, 30c, 40c. and 50c. At- 
kinson, Mentzer & Co., Chicago. 
Muller, Little People of the Snow, 35c. A. Flanagan Co., 

Chicago. 
Carroll, Around the World, Books I and II, 36c. and 42c. 

Silver, Burdett & Co., New York. 
Monteith, Some Useful Animals; and What They Do for 

Us, 50c. American Book Co., New York. 

5. Missionary Books for Primary Children 

Little Journey Series, 50c. each. A. Flanagan Co., 

Chicago. 
Our Little Cousin Series, 60c. each. Page Co., Boston. 

[118] 



BEGINNERS' DEPARTMENT 

Andrews, Seven Little Sisters, *60c. Ginn & Co., Boston. 
Muller, Little People of the Snow, 35c. A. Flanagan Co., 

Chicago. 
Smith, Little Eskimo, 30c. A. Flanagan Co., Chicago. 
Muller, Little People of Japan, 40c. A. Flanagan Co.. 

Chicago. 
Humphrey and Chaplin, Little Folks of Other Lands, 60c. 

Lothrop, Lee & Shepard Co., Boston. 
Young, Children of Arabia, 60c. Fleming H. Revell 

Co., New York. 
Primary Education, a monthly magazine, Boston. Series 

of Lessons on Child Life of Other Lands, 1914-15. 
Ayrton, Child Life in Japan, *20c. D. C. Heath & Co., 

Boston. 
Hall, Children at Play in Many Lands, 75c. Missionary 

Education Movement, New York. 



[119] 



CHAPTER VII 
THE JUNIOR DEPARTMENT 

1. Scope 

This department includes children nine, ten, 
eleven and twelve years of age. It corresponds 
to the fourth, fifth, sixth and seventh grades of 
the public school. 

2. The Natuke of the Juniok Child 

This is a period of great motor activity. It 

is almost a resting period as far as growth is 

^ . , concerned. The child's energy 

a. Physical . p J 

seems to be going into activity in- 
stead of body building. This might well be 
called the wiggling period. Weigle finds that 
during the three years from nine to twelve, 
boys increase in weight 29 per cent, and in 
height less than 11 per cent.; girls increase in 
weight 37 per cent, and in height 13 per cent. 
In both sexes it is a time of good health and 
boundless activity. 

Many new brain cells are ripening during 
this period. The mind is as active as the body, 

and demands food and exercise. 

This is preeminently the period of 
verbal and mechanical memory. At this time 
certain types of habits can be more easily 
[120] 




A group of boys in the Junior Department. With this sep- 
arate classroom supplied with wide-arm chairs and other school 
equipment it is possible to do as effective work as in the ordi- 
nary schoolroom. 




An ideal room for Junior boys and girls. These two rooms 
have each separate entrances from a hall, but are also capable 
of being thrown together by means of folding doors. During 
the week they serve as club-rooms for the boys and girls re- 
spectively, thus linking the instruction of the Sunday school 
with the week-day activities. 



JUNIOR DEPARTMENT 

formed than at any later period. It is there- 
fore the "drill" period, during which the edu- 
cator rehearses the child in knowledge which 
should become mechanical and automatic. 
Language forms, the mechanics of reading and 
writing, mathematical tables, spelling, etc., are 
best learned now. The child hungers for 
verbal expression, which leads him to manu- 
facture "pig" Latin and other secret codes if 
he is not kept busy with other language forms. 

During this period, the child develops a de- 
sire to read which has not manifested itself in 
so pronounced a manner earlier. Good litera- 
ture will be devoured ravenously; so will bad 
literature. It is of the utmost importance that 
the best literature be provided. 

This period opens with the collecting instinct 
at its height. It should be cultivated. Let the 
child collect stamps, stones, postcards, etc. Let 
him begin a savings bank account, start his own 
little library, begin to furnish his own room 
with things that are his very own, and through 
these interests you may tie the child up to 
larger and better interests and make sure that 
when old he will not be a "rolling stone that 
never gathers moss." 

During the Primary period the child tended 
to project his own ends regardless of the inter- 
ests of others, and it was the problem of that 
period to socialize the child to prevent selfish- 
ness. In the latter part of the Junior period 
the social instinct begins to ripen and the child 
manifests a marked interest in group games 

[121] 



THE CHURCH SCHOOL 

and team play. And along with this interest in 
the group there arises what Kirkpatrick calls 
the idealistic type of imitation. This form of 
imitation is seen as early as the third year, but 
it does not come to its fruitage till the Junior 
period. In the earlier periods the child imi- 
tated acts of persons; he now imitates qualities 
which he finds in persons, and these qualities 
are united in the idealized man, the hero. 

From the foregoing physical and mental 
characteristics of the Junior child there are at 
least five facts which religious education must 
recognize : 

(1) The Junior child is controlled by ideals. 
While the reasoning power has clipped the 
wings of fancy and developed a love for real 
things that can be seen and handled, the con- 
structive 1 imagination is already at work throw- 
ing up ideals into which the young inventor is 
trying to build the brick and mortar that some- 
thing new may be created. He ceases to imitate 
real persons and builds up ideals or heroes to 
whom he shows the greatest loyalty. These 
qualities of greatness which unite in his hero 
may be attached to a real man, or a real boy — 
his father, teacher, captain of his baseball 
team — but the loyalty is not shown to the real 
person. It is the ideal person that is wor- 
shiped. The "gang" or class with whom he 
associates is determined by the ideal, not the 
ideal by the "gang." The church must assist 
in the formation of these ideals by bringing be- 
fore the child the lives of God's noblemen of all 
[122] 



JUNIOE DEPARTMENT 

ages. The home can standardize types of con- 
duct which will determine the nature of the 
child's ideal. To history and biography must 
be added the actual living with godly men and 
women. Parents must become the companions 
of their children and they must bring them into 
the presence of great religious personalities 
that their example may kindle in the young 
minds the religious impulse. This is an age 
when children need a maximum of adult com- 
panionship. 

(2) The verbal memory is at its best. The 
Junior period should be a drill period. Much 
that is mechanical about religious education 
should be learned at this time. The books of 
the Bible, biblical geography, etc., should be 
taught during this period. The great church 
hymns, memory chapters, prayers, etc., must 
be made a part of the child's mental furnish- 
ings. Children should not be permitted to 
memorize cheap, doggerel poetry, or to sing 
Mght, trashy music. 

The ceremony and ritual of the church serv- 
ice can best be learned now. The church-going 
habit and the habit of regular contributions to 
the church work can also be best acquired 
now. 

(3) The Junior child is naturally obedient to 
authority. The social instinct which drives the 
child into the group or gang, also forces upon 
him the necessity of organization and a recog- 
nition of the necessity of obedience to author- 
ity. The Junior child wants to play the game 

[123] 



THE CHURCH SCHOOL 

according to the rules. He does not ask to 
make the law; he is content to obey it. The 
study of biblical characters who were obedient 
to God's laws will fit admirably into this 
period. Those who deal with Junior children 
must not tolerate disorder or disobedience if 
they would retain the confidence and respect of 
the children. 

(4) The Junior child is a hero worshiper, but 
not consciously so. He admires leadership, 
achievement, etc. Great lives must be pre- 
sented in terms of what they have done for so- 
ciety, what they have achieved — but not as 
heroes. In all cases the test of greatness must 
be the social purpose involved. Children must 
be told how men acted under all sorts of circum- 
stances and allowed to see that God's approval 
rested only on the deeds that were good for the 
whole of society. The children must have their 
own acts tested. Those acts that are non- 
social must be stigmatized; and those that are 
social must be approved. Virtue is an attitude 
of good will toward society, and a child who is 
to become a virtuous member of society must 
be taught to test his conduct by its effect upon 
others. When once this attitude of mind is 
created, the child will react virtuously under all 
circumstances. Great lives must not be used to 
illustrate abstract virtues, such as courage, 
honesty, etc. They must be used to show how 
men have used their talents and energies to 
benefit their fellow beings. The Junior teacher 
must see that the hero is not a brave man, a 
[124] 



JUNIOR DEPARTMENT 

courageous man, etc., but a good man, and 
goodness must mean all that is involved in all 
the other virtues ; viz., an attitude of good will 
toivard society. 

(5) Religious training must go along with 
religious instruction. In this department as in 
all others, the expressional work must not be 
divorced from that of instruction. 

3. The First Period of Doubt 

If the earlier teaching" has not been well done 
there is apt to come in this period a conflict be- 
tween authority and experience. Authority 
will lose its power when it conflicts with experi- 
ence. The conflict will be between what they 
have been told about God, and the ideas of 
goodness and justice that have been growing up 
within them. This is the child's first attempt 
to harmonize theology and experience. 

Along with this tendency to doubt when ex- 
perience crosses authority, there is the neces- 
sity of belief presented by reason which is now 
asking for a i l first cause. ' ' A natural child, at 
this age, left to himself would create a personal 
God as the first great cause. This may be 
called the spontaneous origin of religion in the 
race. True, the child's conception of religion 
will undergo the same overhauling that his 
Santa Claus story must undergo, to meet the 
demands of a growing reason and an increased 
cumulation of experience, but instead of doubt 
resulting, if the teaching is sane and wise, the 

[125] 



THE CHUECH SCHOOL 

widening horizon will take in more and more of 
the glory of God and the majesty of his power. 1 

4. Conveksion 
If the child has passed through the various 
grades from the Beginners' class to the close 
of the Junior period, with the nurture of a 
Christian home, it is natural that he would wish 
to join the church near the close of the Junior 
period. A conversion of this kind is not at- 
tended by struggle, and a sense of guilt; there 
is only a sense of inadequacy and incomplete- 
ness which is satisfied with the personal accep- 
tance of the fuller life which the church offers. 
The larger number of conversions do not come 
until a later period, but those that come at this 
time as a result of Christian nurture are per- 
fectly normal. 

5. The Matekial of the Curriculum 

The material of the Junior curriculum should 
comprise : 

a. Biographical study of the Bible. The 
characters should be taken up chronologically, 
so that the Bible history will unfold in terms of 
its great personalities. 

b. The study of the Bible as a book. This 
will involve mechanical drill. Its purpose is to 
make the Bible a tool which can readily be used 
in future years. 

1 For further reading on this problem see Pratt, Psychology 
of Eeligious Belief, chapters 7 and 8, and Weigle, The Pupil 
and the Teacher, chapter 7. 

[126] 



JUNIOR DEPARTMENT 

c. Memorizing great psalms and great mem- 
ory chapters. 

d. Memorizing of church hymns and instruc- 
tion in the meaning of hymns. This will in- 
clude a study of the masterpieces of religious 
art, with biographies of the artists. 

6. Cultivating the Chukch-Going Habit 

It is highly desirable that the children of this 
age acquire the church-going habit. It is a 
matter of common knowledge that children who 
do not acquire the church-going habit while still 
in the church school usually join the ranks of the 
non-church-goers. It is evident that the Junior 
period is the time to establish a vital connec- 
tion between the church school and the church. 

Junior congregations, children's sermons, 
Go-to-Church Bands, combined services, etc., 
have sprung into existence as devices for ce- 
menting the school to the church. In England 
there are Worshiping Children's Leagues or- 
ganized for the same purpose. 

This is not an organization with officers, but 
is simply a device for registering the church 
a. Go-to-church attendance of children. The fol- 
Bands lowing are the essential points in 

this plan: 

(1) The regular church service for adults is 
unmodified. 

(2) Cards are given to the children of the 
congregation to be presented to the ushers at 
the regular church services. The ushers punch 
these cards at each service attended. At the 

[127] 



THE CHURCH SCHOOL 

end of each quarter the cards are taken up and 
a record made of attendance and absence. 

(3) Children having attended eighty per cent 
of the services of the quarter are called before 
the congregation and rewarded for their ef- 
forts, a Bible or some good book being pre- 
sented to each. 

Sometimes the children are asked to hand to 
their Sunday-school teachers on the following 
Sunday slips upon which they have written the 
Sunday morning text or some thoughts they 
have gleaned from the morning sermon. These 
are handed to the pastor each week. 

This plan has been used with some success 
by the Church of the Covenant, New York City. 
This church has also extended the plan to apply 
to adults, thus increasing the church attendance 
during the dull summer season. 

At best this plan is but a device. The in- 
centive is apt to become the end instead of the 
means, the attendance being for the credit or 
the prize, rather than for the purpose of wor- 
ship. It would be better to add church attend- 
ance to the pupil 's record in the church school 
and relieve the church service of this clerical 
and disciplinary work. 

A Junior Congregation is a miniature church 
which duplicates the organization of the adult 
b. junior church. There are juvenile elders 

congregation an( j deacons. They play church, 
aping the adult services. Board meetings are 
held, reports read, discussed and approved; of- 
ficers are elected, and all phases of the adult 
[128] 



JUNIOR DEPARTMENT 

organization are carried out in miniature. 
They have their own church service, parallel- 
ing the services of the adult congregation. 
Some deacon preaches them a short sermon and 
the sacrament is administered by deacons from 
the regular congregation. Friends of this plan 
believe that the junior service can be adapted 
to the spiritual needs of children, and furnish 
real culture of the souls of little worshipers 
and at the same time familiarize them with the 
general order of service of the adult congrega- 
tion. 

A careful analysis of the Junior Congrega- 
tions which have sprung up in various parts of 
the country leads the author to the following 
observations : 

(1) As a rule the junior service is in the 
hands of inexperienced, untrained voluntary 
workers. It follows, naturally, that the serv- 
ices fall far short of the ideal and often degen- 
erate into hollow mockery — a ridiculous parody 
on the adult service. It requires greater skill 
to direct the worship of children than of adults, 
and no church should undertake a separate 
service for its children until it is willing to pay 
the price of expert leadership. 

(2) Statistics show that the most successful 
junior congregations enroll but a very small 
part of the children in the Junior department 
of the church school. 

(3) Experience has shown that it is as hard 
to get children from the junior congregation 
into the adult church as it is to get them from 

[129] 



THE CHURCH SCHOOL 

the church school into the adult church. One of 
the most successful junior congregations re- 
ports an enrolment of about 40 per cent of the 
children of the Junior department of the church 
school, and only about 40 per cent of this en- 
rolment is handed on into the adult church. 
There still remains the problem of connecting 
up the children with the regular services of 
the church. 

(4) This plan leaves the children at the 
dawning of the self-conscious period of ado- 
lescence to be injected into an adult service 
with which they have little acquaintance. The 
public-school leaders are attempting to bridge 
the gap between the grades and the high school, 
and the church must not at the same time con- 
sciously create a gap between the church school 
and the church. 

(5) Extended correspondence with men who 
have had large experience with these organiza- 
tions brings convincing evidence that independ- 
ent organizations such as junior congregations 
are fifth wheels which cumber the machinery 
but bring no definite results. Children's 
sermons and a slight modification of the 
ritual of the church to suit the experiences of 
children seem to produce the desired results 
without interposing a new society. 

One of the most satisfactory plans for in- 
teresting children in the regular services of 
c. children's the church is the introduction of a 
sermons brief sermon to the children into 

the early part of the order of service. This 
[130] 



JUNIOE DEPARTMENT 

sermon must be brief, pointed and suited to the 
needs of the children of the congregation. 
Rev. Edwin H. Byington, West Roxbury, 
Mass., gives the following rules for such ser- 
mons: 

First, Have only one point. 

Second, Always have a story or illustration. 

Third, Always give the story or illustration 
before the point, and not after it, as in other 
preaching. 

Fourth, Make it short, not over five minutes. 

There are many volumes of children 's ser- 
mons now available. The selections given in 
Dr. James M. Farrar's volume entitled "The 
Junior Congregation ' ' may be taken as repre- 
sentative of the better class of sermons ; those 
five minute-object sermons to children in which 
mouse-traps, sponges, corks, whiskey bottles, 
etc., are used to illustrate and make concrete 
the common vices which are to be avoided, or 
the virtues which are to be cultivated, may be 
taken as the type of sermons which are to be 
avoided. The art of story telling must be cul- 
tivated by the one who hopes to succeed with 
children's sermons. The great Bible stories 
may be told with great profit to children and 
older people as well. One preacher created 
great interest with a series of "Guess Who!" 
sermons on succeeding Sundays. He would 
tell the life story of the great Bible characters, 
without mentioning the names of the heroes. 
The children were asked to find the names of 
the characters and report the same to their 
[131] 






THE CHURCH SCHOOL 

Sunday-school teachers on the following Sun- 
days. 

Many prominent preachers bear testimony to 
the efficacy of children's sermons as a means 
of increasing church attendance. Kev. J. D. 
Burrill, of the Classon Avenue Presbyterian 
Church, Brooklyn, New York, reports that 
fully fifty per cent of the church school remains 
for church services since the children's ser- 
mons were inaugurated. Rev. S. Edward 
Young, of the Bedford Presbyterian Church, 
Brooklyn, New York, has had similar results 
with children's sermons. Rev. James Ramsey 
Swain, of the Yv 7 oodland Presbyterian Church, 
Philadelphia, Pa., says: "I have reason to be- 
lieve that many parents are brought to the 
church who would not otherwise come, while 
perhaps the best result is that a kind of family 
feeling is developed by giving some attention 
like this to the children of the church. Again 
and again I have felt that the children's pres- 
ence and participation in the service has 
created an atmosphere in which the most wor- 
shipful spirit of the people is elicited." Rev. 
Henry S. Coffin, of the Madison Avenue Pres- 
byterian Church, New York City, writes : ' ' In 
my judgment, it is of the utmost importance to 
train children to feel that they have a pjart in 
the regular services of public worship of the 
church ; otherwise when they cease to be attend- 
ants at Sunday school they also drop out of the 
church services. I think it important that they 
should feel at home in the church building and 
[132] 



JUNIOR DEPARTMENT 

learn early to love the atmosphere of public 
worship. The brief addresses to them I have 
found a useful means of saying simple things 
which older people need to know, as well as 
children, and I have used them to help parents 
in problems which their children presented/ ' 
Dr. James M. Farrar, of the First Reformed 
Church, Brooklyn, New York, has continued 
the children's sermons for twenty-three years. 
Rev. Frank T. Bailey, of Denver, Colorado; 
Rev. Edwin H. Byington, of the Congrega- 
tional Church, West Roxbury, Mass. ; and Rev. 
Charles W. G-ilkey, of the Hyde Park Bap- 
tist Church, Chicago, 111., all speak similar 
words of commendation for the children's 
sermons. 

In some churches the children assemble in a 
body near the pulpit, remaining for their own 
sermon, and the opening devotional exercises 
of the church, and then retire during the ser- 
mon to the adults. Sometimes they go to their 
homes directly from this opening service, or, if 
they wish, take their places with their parents 
in the congregation. In other churches the chil- 
dren pass to the rooms of the church school for 
a second period of instruction. Rev. H. W. 
Hulbert sets forth in his book, i i The Church 
and Her Children," the following general 
plan: 

The children are assembled with the adult 
congregation for the opening services. 

During the sermon to adults the children are 
taken to the rooms of the church school to be 
[133] 



THE CHURCH SCHOOL 

instructed in the hymns and responses which 
are to be used on the following Sunday. 

At the close of the adult sermon the children 
are assembled in the rear of the auditorium. 
When the closing song is finished, the children 
chant an appropriate closing number and par- 
ents and children leave the church together. 

It must be kept in mind that not every 
preacher can deliver acceptable children's ser- 
mons. This, however, is but one of many ways 
of modifying the church services to meet the 
needs of the children. 

There are several valuable by-products of 
children 's sermons : 

The pastor has a chance to give the boys and 
girls much valuable instruction. 

He comes into a personal, friendly and inti- 
mate relation with the children. This is of 
great value. 

It tends to cultivate in him, for his more 
elaborate sermons, a simple, direct, clear style. 

It enables him to remind the adults of cer- 
tain duties which they would resent having 
preached directly at them. 

This form of service claims a double func- 
tion; viz., to interest children in the church 
d. combined or service and to interest adults in 
Merger Service ^he c hurch school. The exercises 
are so arranged as to "trap" children, pre- 
vent their escape and force upon them a service 
for adults. The usual program is as follows: 
assemble, 9:55; song; 30 minutes class work; 
30 minutes for communion, prayers, announce- 

[134] ' 



JUNIOK DEPARTMENT 

ments for both school and church, reports, 
songs, etc.; 30 minutes for sermon; dismissal, 
11:30. 

It seems evident that this is a movement in 
the wrong direction, and that we must find 
some way to keep children in church school 
from two to three hours each Sunday. Even 
though the combined services did succeed in 
holding the children through the preaching 
service it would still have three fatal defects : 

(1) It does not provide adequate time for 
the teaching service of the church. 

(2) The closing service of the Sunday school 
cannot be made a suitable opening service for 
adult worship. The program thus modified be- 
comes a mongrel affair that begins nowhere 
and gets nowhere. 

(3) The worship service of the church school 
should be so planned as to fit into the theme of 
study. The facts of the lesson should be taken 
up in song and prayer and given an emotional 
glow which would make them ever afterward 
parts of the children's religious knowledge. 
The unity of service around a central theme is 
defeated if the worship period must be both 
benediction and invocation. In practice the 
combined services fail at these points, thus de- 
feating the purpose of both services. The pop- 
ularity which has attended the combined serv- 
ice has usually come from the larger morning 
audiences and not from an improved educa- 
tional service to the children. These services 
fail to meet the educational test at every point. 

[135] 



THE CHURCH SCHOOL 

At least three conclusions force themselves 
upon students of this problem: 

(1) The church school should 
hold its own service independent of 
the adult worship service. This service should 
include real and reverent worship, instruction 
and expressional exercises graded to meet the 
needs of the children in the different depart- 
ments. 

(2) All children above the primary grades 
should attend the regular worship service of 
the adult congregation. With the exception of 
those children who are in the children's choir, 
all children should be seated with their parents 
during the entire service. 

(3) The church service should be modified to 
recognize the presence of the children in the 
congregation. The church school is teaching 
the great church hymns, psalms, etc. These 
can readily form a part of the program of the 
church service and the children can join heart- 
ily in the music, concert prayers, responsive 
readings, etc. An appropriate children's ser- 
mon at the opening of the service will add in- 
terest. 

The pastor should prepare his order of serv- 
ice long enough in advance to enable the teach- 
ers to prepare the children to participate in- 
telligently in the service. The essential thing 
is that the children must give and get some- 
thing at every service. This can be brought 
about with the cooperation of the church school 
without additional organization. 
[136] 



JUNIOK DEPARTMENT 

Services thus modified are not tiresome to 
children of Junior grade. In fact, it is sur- 
prising how soon they begin to express an in- 
terest in the sermon for adults, and get real 
pleasure and much profit from the regular 
church services. And in addition to all other 
advantages they have acquired the church- 
going habit as a life habit. 

The following references will be of value to 
those who wish to go further into the subject 
of the child's church attendance: 

McCracken, "Little Folks at Church," Outlook, vol. 103, 
p. 444-51, February 22, 1913. 

Davis, "The Children's Church," The Christian Standard, 
April 12, 1913. 

Hulbert, The Church and Her Children, $1.00, Fl emin g 
H. Revell Co., New York. 

Farrar, A Junior Congregation, *$1.20. Funk & Wag- 
nails Co., New York. 

"Where Pastors Neglect Children," Literary Digest, vol. 
46, p. 402. 

"Does the Sunday School Train Children from the 
Church?" Sunday School Executive, March, 1913, p. 4. 

"A League of Worshipping Children," — a series of prize 
papers published in The British Weekly under dates of 
March 14, March 21, April 18, 1912 and October 23, 
1913. 

7. Music foe the Juniok Depabtme^t 

The teaching of the great church hymns is 
an important part of the work of the Junior 
department. Silly jingles, cheap sentiment 
and " ragtime' ' music have no place in the 
church school. The great songs should be sung 
and resung. It is not too much to require chil- 
[137] 



THE CHURCH SCHOOL 

dren to memorize forty great religions songs 
by the time they leave the Intermediate De- 
partment. Much of this work should be done 
in the Primary and Junior Departments. 

The song book selected for the church school 
should meet the following conditions : 

a. It must contain the great church hymns. 

b. It must be free from " catchy " tunes and 
"ragtime" melodies. 

c. It must contain no old songs set to new 
tunes to catch the ears of children. 

d. The best musicians of the church must 
pronounce its music to be good art. 

e. It must not be a " revival ' ' hymnal. These 
books are prepared usually to convert sinners. 
They are positively harmful to the souls of in- 
nocent children, and the music goes far to de- 
stroy good musical taste. 

f . In addition to the foregoing requirements, 
a Junior song book should contain suitable re- 
sponses, offertories, songs of the seasons and 
responsive reading exercises. The books which 
most nearly fulfill these conditions are "Hymns 
of Worship and Service for the Sunday 
School," Century Co.; Eichhorn, "Songs for 
the Sunday School," Superintendent's edition; 
and Winchester, "Worship and Song." 

The church assumes a great responsibility 
when it undertakes to teach children to sing. 
Professor Howard has well said, "The child 
voice is a delicate instrument. It must not be 
played upon by every blacksmith. ' ' 1 The ten- 

1 The Child Voice in Singing, p. 43. 
[138] 



JUNIOK DEPAKTMENT 

der vocal organs are easily injured perma- 
nently by unskilled leaders. The church owes 
it to the children to put none but trained mu- 
sicians in charge of the music of the church 
school. 

The two rules which musicians insist upon 
for the earlier grades must be just as rigidly 
enforced in this department : 

(1) The children must sing softly, 

(2) They must be restricted in compass of 
voice. 

This second caution is of special importance 
for the Junior grades because children from 
nine to twelve have a tendency to attempt the 
very highest tones. During these years there 
is a marked increase in the evenness and firm- 
ness of their tones. At the close of this period 
the child-voice is at its best and the singing- 
tone will be pure and brilliant until the voice 
changes at the dawn of adolescence. Music 
leaders must be close students of the voices 
of children, taking care that no violence is 
done to the wonderful musical mechan- 
ism with which God has endowed his 
children. 

Children's choirs are often organized at this 
time. With proper management they may be 
of great value to the church school and lay the 
foundation of a Senior choir of trained voices. 
It seems clear that a church could well afford 
to employ a capable musician to train up a choir 
which could lead the congregation in the wor- 
ship of song, and thus be spared the expense of 
[139] 



THE CHURCH SCHOOL 

high-salaried, imported musicians who often 
render perfunctory professional service. 

The following books should be read by all 
who have the direction of the music of the chil- 
dren of the church * : 

Vosseller, The Use of a Children's Choir in the Church. 

Bates, Voice Culture for Children, parts I and II. 

Behnke and Browne, The Child's Voice. 

Stubbs, Practical Hints on the Training of Choir Boys. 

Martin, Art of Training Choir Boys. 

Dawson, The Voice of the Boy. 

Howard, The Child Voice in Singing. 

The following articles from Religious Edu- 
cation are also invaluable to students of this 
subject : 

Eaton, "Hymns for Youth," vol. 7, pp. 509-15, December, 
1912. 

Smith, "The Music of the Sunday School and Its Value in 
the Religious Development of the Child," vol. 5, pp. 

251-258, .August, 1910. 

Hofer, "How to Conduct a Musical Service in the Sunday 
School," vol. 5, pp. 258-261, August, 1910. 

Wendte, "Sentiment and Song in the Sunday School," 

vol. 3, pp. 92-97, August, 1908. 

Wilson, "Sunday School Hymns," vol. 8, pp. 505-508, De- 
cember, 1913. 

Music for special occasions should meet all 
the tests which are required for music used in 
the regular service. Children should not be 
permitted to memorize cheap, doggerel poetry, 
or sing light, trashy music. Special occasions 
provide just the opportunities for memorizing 

1 These books may be secured from the H. W. Gray Co., New 
York. 

[140] 



JUNIOR DEPARTMENT 

the classic poems which should become a part 
of the mental furnishing of the children. In 
like manner these occasions should bring into 
the foreground the great in religious art and 
in sacred music. 

The best single collection of Christmas carols 
is "Old Christmas Carols," edited by S. Ar- 
thur Gibson and published by G. Schirmer. 
The best Easter collection is "Six Easter 
Carols, ' ' edited by F. F. Harker, and published 
by G. Schirmer. For Thanksgiving the best 
are still the old hymns : t ' Come, Ye Thankful 
People, Come," "We Plough the Fields, and 
Scatter," etc. 

The above will suggest the type of songs to 
be used for special occasions. 

For a list of solos and duets suitable for 
children's voices see chapter IX in Vossel- 
ler, "The Use of a Children's Choir in the 
Church." 

For a discussion of music in the grades of 
the public schools, see "Report of Committee 
on Public Schools," by R. L. Baldwin in Pro- 
ceedings of Music Teachers' National Associa- 
tion, 1908. 

8. Expeessioi^al Activity 

The children of this age are now connecting 
up with the larger life of the community. The 
social expression can no longer be left entirely 
to home cooperation. The department must 
meet as a department to participate in the be- 
nevolent and missionary work of the local com- 
[141] 



THE CHURCH SCHOOL 

munity. There is no need for a separate 
society or organization for this group ex- 
pressional work. The same ends can be secured 
with the department organization. 

The Junior societies which have been organ- 
ized among children of Junior age have not 
correlated their work with the church school 
and their efforts have been far from satisfac- 
tory. Very much better results could be se- 
cured if the Junior Department of the church 
school would take complete charge of all the 
activities of the children of Junior age. 

Very much of the expressional activity of 
Junior children must be directed by the class 
teachers with the class as the unit of group ac- 
tivity. This will be necessary in order that in- 
struction and expression may be closely corre- 
lated. But there will be types of activity which 
may properly involve a larger group. For this 
work the department may meet as a depart- 
ment. A community spirit is created when all 
the children of the parish of a given grade are 
unified by a joint expression of a common im- 
pulse. Community sanction may thus be given 
to the moral and religious impulses of the 
group. 

The home must not delegate to church or 
school the nurture of children of any age, but 
a. Home least of all those who are just ap- 

Activities proaching the event of puberty and 

the upheaval of the adolescent period. The 
church should insist upon the duty of parents' 
living with their children. The following are 
[142] 



JUNIOK DEPAETMENT 

items which the church should press home upon 
parents of Junior children. 

(1) Parents should assist the children in 
preparing their work for the church school. 
This gives a splendid opportunity for confer- 
ence on religious matters and furnishes a body 
of common knowledge which can be used as a 
means of carrying the religious motive over 
into the daily life as a basis of control. 

(2) The family group should not be discon- 
tinued now that the children have many school 
friends and other sources of companionship. 
On the contrary, now is the time to rivet the 
family ideals onto the child so that they will be 
sources of strength in the turbulent days of 
personal choice that are now imminent. Of 
course the family is still a democracy, sharing 
in labor, adversity and joy. Family games, 
good books read and discussed together, story- 
telling evenings, etc., all serve to fix upon the 
children the ideals for which the home stands. 

The following stories are especially suitable 
for the home reading of Junior children as the 
Christmas season approaches: 1 

A Christmas Carol, Charles Dickens 

Christmas Tales and Christmas Verse, Eugene Field 

The Fir Tree, Hans Christian Andersen 

The Christmas Banquet, Nathaniel Hawthorne 

The First Christmas Tree, Van Dyke 

1 There is no better single source of the above material than 
Mabie, The Boole of Christmas, *$1.25, The Macmillan Co., 
New York. Another beautiful book which all the children will 
enjoy is Bier, The Children's Boole of Christmas, $1.50, The 
Macmillan Co., New York. 

[143] 



THE CHURCH, SCHOOL 

The First Christmas, Luke 2: 1-20 

The Birds' Christmas Carol, Wiggin 

'Twas the Night Before Christmas, C. C. Moore 

Christmas Every Day, W. D. Howells 

Christmas in Old England, Irving 

The whole family will enjoy these classic se- 
lections and the atmosphere of the home will 
be filled with the sweetness of the Christmas 
spirit ; the season will be a " happy time, a kind, 
forgiving, charitable, pleasant time." There 
is within the easy reach of all a wealth of great 
classics appropriate for home reading at the 
Thanksgiving season, and other great church 
and national festal seasons. 1 

(3) The family should, if possible, attend 
church as a family, being seated together dur- 
ing the service. 

(4) Special social evenings or afternoons 
should be planned by parents for the entertain- 
ment of the children. The church-school group 
will form the basis of these little parties. The 
purpose is to cement the friendship of those 
who are to work together in the future in the 
church and community life, and to provide a 
wholesome outlet for youthful social, mental 
and physical activity. The planning for such 
a party may form the basis of many a happy 
hour of comradeship between the younger chil- 
dren and parents, and older members of the 
family who are entering into the spirit of the 
coming event. 

1 See Athearn, A Thanksgiving Bibliography, 10c, Depart- 
ment of Religious Education, Drake University, Des Moines, 
Iowa. 

[144] 



JUNIOR DEPARTMENT 

Boys and girls both should be invited to these 
parties. It is too early yet to draw the sex 
line ; the children will not do so, and their par- 
ents must not force the question prematurely. 

(5) The children should always be intro- 
duced to the guests of the home. And special 
care should be taken to invite to the home men 
and women of the highest character. These 
great souls become the basis of that concrete 
imagery which makes religion and virtue very 
real things. 

(6) The church should see to it that good 
books, good music and good art find their way 
into the home. The child's appetite for read- 
ing is now very keen, and it should be gratified 
by an abundance of the very best. The church 
can circulate lists of recommended books 
among the families of the church and in many 
ways encourage the purchase and reading of 
the best books. (See book lists at the close of 
this chapter.) 

(7) The home should provide opportunity 
for occupational work. The boys should have 
their work benches, tool chests, dark rooms for 
photography, etc. Girls should have space for 
their work in sewing, crocheting, cooking, etc. 
Parents should let a boy take his work bench 
into the parlor, rather than drive the boy into 
the street. 1 

(8) Children should now have their individ- 
ual rooms where they can keep books, tools, 
toys, etc., that are their very own and to which 

1 See book list at the close of this chapter. 
[145] 



THE CHUECH SCHOOL 

they may retire to be "all alone." The child's 
right to privacy should be inviolate. If the 
house will not permit each child to have his own 
room, at least a corner, shelf, drawer or box 
can be provided that shall contain the personal 
possessions of each child. 

(9) As the age of puberty approaches the 
child should have frank, private conferences 
with father or mother on sex matters. The 
problem of sex must be presented as a natural, 
beautiful and dignified aspect of life. 1 

The day school is adjusting its curricula and 
program to meet the mental, social and physical 
b. Day school nee ds of preadolescence. The 
Activities church should cooperate in every 

enterprise of the city and state to better care 
for the children. The church can do much to 
create the public sentiment that will make it 
possible for the school to give wise supervision 
to plays and games, and to provide superior 
courses of instruction in social and industrial 
education. 

(1) Worship. The beautiful services of wor- 
ship which have been begun in the earlier 
ch h grades must be continued in the 
Activities Junior Department. Now is the 

time for memorizing great Bible 
passages, hymns and prayers, and these should 
be made use of in the worship service of the 
department. Good order must be insisted upon 
in every department of the church school, but 
it is especially necessary during the devotional 

1 For book list see chapter 11. 

[146] 






JUNIOR DEPARTMENT 

period. It is a confession of weakness and 
cowardice on the part of teachers to say that 
the church school cannot maintain as good or- 
der as that found in the public schools. The 
church school must maintain better order than 
the public school. A disorderly church school 
is an immoral institution. Whatever types of 
discipline are necessary to obtain perfect quiet 
and reverence in the church school must be re- 
sorted to by those in charge. The atmosphere 
of worship must be secured and maintained. 
In such an atmosphere it is possible to secure 
the emotional responses which will constitute 
real communion of boys and girls with a kind 
and loving heavenly Father. 

(2) Classroom Expression. Good teaching 
demands that the children of this department 
shall draw maps, prepare notebooks, construct 
models, write stories, recite memory selections, 
participate in song and worship services, and 
in many other ways give expression to the facts 
presented in the lessons. The classes must be 
small enough to permit of individual recita- 
tions, and the equipment must be in every way 
adequate. 

(3) Group Benevolences and Social Life. In 
order that the lesson truths may be carried 
over into conduct, the class teachers must or- 
ganize and direct lines of expression which will 
relate the lesson theme to the problems of every- 
day life. Mr. Ralph E. Difendorfer, in the Pil- 
grim Teacher for April, 1913, shows how the 
missionary lessons of the period may find con- 

[147] 



THE CHUECH SCHOOL 

crete expression. He says: "Two or three 
things come into the life of Junior boys and 
girls which increase the range of missionary 
activity and service. The study of geography 
and history, based on the new senses of space 
and time, gives a real interest to the hitherto 
undiscovered worlds of the past and of the far- 
away. Boys and girls also have a new interest 
in constructing and collecting material things 
which makes it possible to offer them a much 
wider range of activity. In addition, there- 
fore, to the suggestions for children under 
nine, most of which are applicable to these 
boys and girls, the Juniors may collect pic- 
tures ; make scrap-books for hospitals, orphan- 
ages and foreign mission stations ; collect mag- 
azines and papers for homes for the aged and 
poor, soldiers and sailors and for Salvation 
Army quarters, and construct articles for gifts, 
especially at Christmas and Easter time. 

' ' The Junior age is the time to emphasize the 
systematic giving of money which will have 
value insofar as the child realizes that the 
money is his own. On account of the new inter- 
est in the things that he possesses, times of 
self-denial are very apropos. Current sym- 
pathies arising out of great disasters, such as 
storms and famine, offer such opportunities. ' ' 

The Junior teacher can assist the parents in 
planning and executing social functions in the 
homes. This will cultivate right friendships 
and standardize forms of amusement and en- 
tertainment in the community. If the play life 
[148] 



JUNIOR DEPARTMENT 

of the community is not directed by the day 
school, the teachers of the Junior children may 
concern themselves with the playground prob- 
lems. 

9. Organization 

a. Department superintendent 

b. One or more secretaries, depending upon 
the number of branches of expressional work 
maintained by the department 

c. Organist and chorister 

d. Class teachers. Classes in this depart- 
ment should not exceed fifteen pupils 

The department superintendent will prepare 
a plan book for the department in which the 
outlines and general plans for all the classes in 
the department will be set forth in detail. The 
work must be planned in advance. These plans 
must include music and responses for the de- 
partmental worship periods, details of the les- 
sons in the four grades of the department for 
each Sunday, plans for special day exercises, 
a general outline of the social plans for the de- 
partment, etc. 

Weekly departmental teachers' meetings 
must be held, at which time the work of the fol- 
lowing Sunday will be planned to the minutest 
detail. The teachers of the department should 
be doing systematic reading, and this teachers ' 
conference is just the time for discussion and 
reports. 

The department superintendent must have a 
group of cadet teachers always on hand. They 
[149] 



THE CHURCH SCHOOL 

should be the young people who have finished 
at least one year of the teacher-training course 
in the Senior or Adult Department of the 
school. There should be as many cadets as 
there are regular teachers in the department. 
These cadets should attend the departmental 
teachers' meetings, be present as assistant 
teachers each Sunday, assisting the regular 
teachers, observing the methods of the experi- 
enced teachers, and occasionally actually teach- 
ing the classes under the supervision of the 
superintendent or other experienced teachers. 
Vacancies from the teaching force will be filled 
from the ranks of the cadets. 

The Junior teachers should have at their dis- 
posal a library of books selected from the list 
published at the close of this chapter. 

10. Pkogeam 

The program of the Junior Department 

should occupy from one and one-half to two 

hours. It should consist of three distinct pe- 
riods as follows: 

Part 1. A period of worship 

This should be a devotional service, planned 
to meet the needs of the children. The songs 
should be quiet and worshipful; the prayers 
should be a real communion between the chil- 
dren and their heavenly Father. It is well to 
have a brief talk here, provided there is avail- 
able some one who can talk simply to children 
on the profound problems of life, duty and con- 
[150] 



JUNIOR DEPARTMENT 

duct. The following is a suggested order of 
service for this period: 

(1) Voluntary 

(2) Announcements and reports for previous 
Sunday 

(3) Song 

(4) Prayer. Responses by children. 

(5) Offertory. Class collections for church 
and school 

(6) Brief talk by leader appropriate to gen- 
eral lesson theme or adapted to present-day 
problems of the Junior children 

(7) Responses from classes. This should be 
in the nature of recitations of lessons learned 
during the study or the expressional hours. 
This period should not be used for teaching 
purposes, but for the expression of material 
learned elsewhere. 

(8) Song 

(9) Closing prayer. Song response by chil- 
dren. The children now march quietly to their 
classrooms. 

Part 2. Period of instruction 

The following order of exercises is recom- 
mended for the class study period : 

(1) Class announcements. Must be brief. 

(2) Taking class record, including church 
attendance, birthday offerings, etc. 

(3) Brief devotional period. This may in- 
clude concert prayers by class recognizing 
birthdays, new pupils, etc. 

(4) Lesson study period. This will include 

[151] 



THE CHUECH SCHOOL 

table work, reviews and drills and the teaching 
of the regular lesson of the day. 

(5) Brief closing prayer 

The first three items in this program should 
consume less than five minutes. The time given 
to birthday offerings is usually too great for 
the meager educational value which the service 
affords. Thirty minutes should be left for the 
lesson study period. 

Part 3. Period of expressional work 

This period is more informal than the class 
period. It is a laboratory period in which the 
children work their class lessons over into con- 
duct. Occasionally this period may be used to 
instruct children regarding required home 
work and classroom expressional work. 

Three things must be accomplished in this 
period : 

(1) Children must be taught the great 
church hymns and the great memory chapters 
of the Bible, preparing them to participate in- 
telligently in the church services of the adult 
congregation. The pastor and choir leaders 
must build this material into their order of 
service. 

(2) The lessons of the quarter must be re- 
lated to the daily life of the pupils. 

(3) In their own way they investigate cases 
of suffering, proposed expenditures of class 
funds, etc., and decide what they ought to do 
about it and then do it. They not only discuss 
their problems but they are led to pray about 

[152] 



JUNIOR DEPARTMENT 

them, and their prayers are very real prayers. 
The teacher must direct this work. Besides 
giving a portion of their funds to the church to 
help support their church and their pastor, 
they must have a class treasury with special 
class responsibilities. Occasionally several 
classes may unite in some worthy service. 

This period will include all the activities now 
usually attempted by Junior Endeavor Socie- 
ties, Junior Leagues, etc. The class, rather 
than the department, should be the union of or- 
ganization for expressional work, and the class 
teacher should direct the expressional period. 

This program should be given at least two 
hours of time. If only one and one-half hours 
can be given to the church school, the following 
schedule is suggested: 

9 : 30- 9 : 45 — Period of devotional worship 
9 : 45-10 : 20 — Period of instruction 

10 : 20-10 : 50 — Period of expressional work 

10 : 50- 11 :00— Recess 

11 : 00-12 : 00 — Regular church service. Chil- 
dren seated with parents 

If the expressional period must be put in the 
afternoon, care must be taken to have the work 
correlated with the class work of the morning. 
It is necessary for the same teachers and offi- 
cers to be in charge of both services. 

11. Equipment 

This should be a beautiful room. The color 
scheme, arrangement and color of furniture, 

[153] 



THE CHURCH SCHOOL 

and the architectural design should combine to 
_ T . create an atmosphere of worship, 

a. The Junior . * FJ 

Assembly tor here is where the children are 

taught the meaning of worship. A 
few of the masterpieces of religious art on the 
walls and paintings in the windows will help 
much in teaching reverence. The following 
masterpieces are suitable for Junior grades 

Detail Head of the Christ, Hofmann 

Christ Among the Doctors, Hofmann 

Christ and the Rich Young Ruler, Hofmann 

The Sistine Madonna, Raphael 

The Good Shepherd, Plockhorst 

Head of St. Paul, Raphael 

The Angelus, Millet 

The Shepherdess, Plockhorst 

Christ and the Fishermen, Zimmerman 

The assembly room should be large enough 
to seat all the classes in the department. 
Chairs harmonizing with the other furniture of 
the room are best for seating this room. The 
floor should be covered with a heavy rug. This 
will prevent much noise from moving chairs. 

The furniture of the room should include a 
piano, blackboard, attendance record board, a 
movable platform and a table for the superin- 
tendent or director. A cloakroom should be 
provided near the entrance to the assembly 
room, and children should be asked to remove 
their wraps before going into the assembly hall 
or classrooms. 

Enough classrooms should be provided for 
all grades of this department. It is best to 
[154] 



JUNIOR DEPARTMENT 

have them adjoining the assembly room or 
connected by a corridor. Each room 
must be well lighted and ventilated. 
Plain glass should always be used in classroom 
windows because the pupils need good light for 
study and handwork. 

The classroom walls must be clean and well 
decorated. Pictures similar to the ones used 
in the assembly room should be chosen for each 
classroom. The classrooms should have the 
following furniture : 

(1) Chairs. The Moulthrop combination 
chair and desk is highly desirable for Junior 
classrooms. Plain chairs, adjusted to children, 
should be used with tables. Rubber tips will 
prevent noise. 

(2) Tables. Regular laboratory tables con- 
taining drawers for material are very satisfac- 
tory. Size about 32 inches by 24 inches ; height 
27 to 28 inches. These may be arranged in two 
rows. A large table 6 feet by 2% feet is satis- 
factory for a class of eight children doing 
handwork. These tables may be made by a 
carpenter or furnished by a local dealer. 

(3) Case for Supplies. Every classroom 
should be provided with a case for the general 
supplies of the class. Individual working ma- 
terial may be kept in table drawers if these are 
provided. Cases in sectional parts are most 
satisfactory. There should be special sections 
for pictures, small maps, drawing paper, ster- 
eoscope pictures, cards, clay, modeling ma- 

[155] 



THE CHUECH SCHOOL 

terial, etc. It is necessary that all material for 
class use be conveniently filed. 

(4) Glass Case for Models. A small glass 
case in which models, paper pulp maps, etc. 
made by the pupils may be kept, will be very 
useful as well as an inspiration to the children 
of the department. 

(1) Blackboards. It is best to have all black- 
boards built into one side of the room. Slate 

Material boards are always best, but hylo- 
j£r Lesson plate boards are very satisfactory. 
Movable blackboards, either on 
standards or to be hung on the wall, may be ob- 
tained from dealers in school furniture at from 
$1.50 to $10.00 each. 

(2) Maps. The best series of large maps for 
class use are the Kent-Madsen historical maps ; 
size Sy 2 by 5 feet, price $2.00 each. Published 
by the Presbyterian Board of Publication, 
Philadelphia, Pa. The series includes eight 
maps, as follows: 

No. 1. Topographical Map of Palestine 
No. 2. Period of the Wilderness Wandering 

Period of Hebrew Settlement in Canaan 
No. 3. United Hebrew Kingdom 

Divided Hebrew Kingdom 
No. 4. Assyrian, Babylonian and Persian Empires 
No. 5. Restored Jewish Community 

The Maccabean Kingdom 
No. 6. Herod's Kingdom 

Palestine in the time of Jesus 
No. 7. St. Paul's Journeys and the Early Christian 

Church 
No. 8. The Chronological Chart 

[156] 



JUNIOR DEPARTMENT 

The W. & A. K. Johnston Grand Series of 
Scriptural Geography maps are perhaps the 
finest finished maps to be obtained. The series 
includes Countries of the Bible, Travels of St. 
Paul, The Exodus, Holy Land — or Canaan and 
Palestine. Size, 50 by 42 inches. Price, $7.25 
each. Published by A. J. Nystrom & Co., Chi- 
cago. Fairly good wall maps, finished on linen 
paper, unmounted, large size, may be secured 
at $1.00 each from A. H. Eilers & Co., St. 
Louis, Mo. 

Class Maps in Sets. The Kent-Madsen class 
maps are the best that can be obtained for 
classroom work. The series is the same as the 
larger set listed above, but the maps are 
smaller, and mounted on a roller with tripod. 
Two maps are 20 by 28 inches and five are lSy 2 
by 27 inches. Price of the complete set, $5.00. 
Any denominational publishing house. 

Relief Maps. A large relief map of Palestine 
which gives a very concrete idea of the land 
may be secured from the Atlas School Supply 
House, Chicago, for $15.00. Excellent for 
Junior work. The Edwin E. Howell Relief 
Map of Palestine and Mt. Sinai Peninsula, 5 
feet 3 inches by 3 feet 6 inches, may be obtained 
for $50 from Howell's Microcosm, 612 17th 
Street, N. W., Washington, D. C. 

Small Maps for Class Use. These maps are 
22 by 28 inches. When mounted on heavy 
cardboard they are quite satisfactory. Price 
25 cents each. Wm. H. Dietz & Co., Chicago. 

Small Maps for Notebooks. Size, 9 by 11% 
[157] 



THE CHUECH SCHOOL 

inches, 3 cents each; 25 cents per dozen. Size, 
5% by 8 inches, 2 cents each; 12 cents per 
dozen. Methodist Book Concern, New York. 

Outline maps to be filled in by pupils, 1 cent 
each. Atlas School Supply Co., Chicago. 

Belief maps, size 9 by 11 inches, 10 cents 
each; 75 cents per dozen. William Beverly 
Harrison Co., 15 Broadway, New York, N. Y. 

The Bailey Series of Outline Maps, size 7% 
by 9y 2 inches, are on good paper and are very 
good for coloring. Price 2 cents each. New 
York Sunday School Commission, 73 Fifth 
Avenue, New York. 

(3) Globes. See catalogue of Rand, McNally 
& Co., Chicago, or A. J. Nystrom & Co., Chi- 
cago, for list of globes. 

(4) Models. Models especially suited to the 
work of this department are: temple, taber- 
nacle, ark of the covenant, altar, water bottle, 
oriental houses, shepherd's tent, rod and staff, 
ancient mill, etc. These may be secured from 
Wm. H. Dietz & Co., Chicago, or through any 
denominational publishing house, at from 25 
cents to $5.00 each. Those interested in build- 
ing an oriental museum should correspond with 
the American Colony Store, Jerusalem, Pales- 
tine. 

(5) Pictures. Pictures for notebook work, 
illustrating Bible lands, may be secured at 1 
cent each from W. A. Wilde Co., Boston. 
Many of the best pictures representing Bible 
lands are found in magazines. The National 
Geographic Magazine, published at Washing- 

[158] 



JUNIOK DEPARTMENT 

ton, D. C, is excellent for these. The January, 
1914, number contains exceptionally good des- 
ert scenes. The American Colony Store, Jeru- 
salem, has very good photographs of scenes in 
Bible lands. 

Reproductions of religious paintings in the 
one-half, one, two, five and ten cent sizes can be 
secured from the Perry Picture Co., Maiden, 
Mass., or the Brown Picture Co., Beverly, 
Mass. Large pictures for classroom walls may 
be bought through a local art store or from the 
Cosmos Picture Co., New York City; Manz En- 
graving Co., Chicago; Scharf Bros., Chicago; 
or A. W. Elson & Co., Boston, Mass. 

(6) Memory drill charts. Large charts in- 
cluding the books of the Bible, the Psalms, the 
Beatitudes and the Ten Commandments, etc. 
From $1.00 to $3.00 each. Wm. H. Dietz & 
Co., Chicago, or any denominational publish- 
ing house. 

(7) Sand tables and trays. These may be 
made by a local workman, or purchased from 
school supply companies. See catalogue of 
Thomas Charles Co., Chicago, for further ref- 
erence. 

(8) Clay, paper pulp, etc. Prepared clay for 
map modeling may be obtained at 25 cents a 
pound from Thomas Charles Co., Chicago, or 
common clay mixed with water may be used 
when wanted in large quantities. Paper pulp 
or flour and salt for map making may readily 
be prepared by the teacher. For fuller infor- 
mation see Maltby, Map Modeling, 75 cents, A. 

[159] 



THE CHURCH SCHOOL 

Flanagan Co., Chicago, or Littlefield, Hand- 
work in the Sunday School, $1.00, Sunday- 
School Times Co., Philadelphia. 

(9) Stereoscopes and pictures. Stereoscopes 
and stereograph pictures are very valuable for 
illustrating Junior lessons. Pictures to illus- 
trate the graded lessons may be obtained from 
Underwood & Underwood, 12 and 13 West 39th 
St., New York, N. Y. Stereopticon slides illus- 
trating Bible lands may be obtained from Un- 
derwood & Underwood, and beautiful hand 
colored slides of the great religious master- 
pieces may be secured from Frances Farrar, 
East Elmira, New York. 

12. Tests foe the Junioe Depaktment 

Do the Junior children know the Bible story 
in terms of great personalities ? 

Do they test greatness in terms of good will 
towards society? 

Are they so familiar with the Bible as a book 
that they can use it as a tool in future years I 

Have the children memorized fifteen or 
twenty of the great hymns of the church and 
do they know many of the great passages of 
the Bible? 

Has your church some regular method of 
securing the attendance of Junior children at 
the regular church service? Do your Junior 
children attend church habitually? 

Are the Junior teachers supplied with a good 
working library, and does your church provide 
the equipment listed in this chapter? 

[ 160 ] 






JUNIOR DEPARTMENT 

Does the department hold frequent meetings 
of the parents of Junior children for the pur- 
pose of instructing them regarding the work of 
the department and giving information bearing 
upon the child's home reading, occupation and 
social life? 

Do the class teachers direct the expressional 
work of the children? In what ways, for ex- 
ample, have the lessons of the study period 
been carried out into the real lives of the chil- 
dren? 

Have the teachers held a public exhibition of 
the handwork, map drawing, notebooks, etc.? 

As a result of Christian nurture are a num- 
ber of the Junior children expressing a desire 
to join the church? 

13. Memoey Woek foe the Junioe Geades 
a. Some of the Great Church Hymns that 

Junior Children Should Memorise-' 

Holy, Holy, Holy, Heber 

Doxology, Ken 

Nearer, My God, to Thee, Adams 

Faith of Our Fathers, Living Still, Faber 

The Church's One Foundation, Stone 

Abide with Me, Lyte 

The Son of God Goes Forth to War, Heber 

Come, Thou Almighty King, Wesley 

My Faith Looks Up to Thee, Palmer 

Jesus Shall Reign Where'er the Sun, Watts 

We've a Story to Tell to the Nations, Sterne 

Saviour, Like a Shepherd Lead Us, Thrupp 

Jesus, Lover of My Soul, Wesley 

Blest Be the Tie That Binds, Fawcett 

Who Is on the Lord's Side? Haver gal 

How Firm a Foundation, Keith 

[161] 



THE CHURCH SCHOOL 

What a Friend We Have in Jesus, Scriven 
Onward, Christian Soldiers, Baring-Gould 
All Hail the Power of Jesus' Name, Perronet 

b. List of Psalms and Great Memory Chap- 
ters that Junior Children Should Know-' 

The Twenty-third Psalm 

The First Psalm 

The One Hundredth Psalm 

The Twenty-fourth Psalm 

The Nineteenth Psalm 

The One Hunded-seventeenth Psalm 

The Ninety-fifth Psalm 

The Lord's Prayer. Matthew 6 :9-13 

The Ten Commandments. Exodus 20:1-17 

The Great Commandments. Matthew 22:35-40 

The Beatitudes. Matthew 5:3-12 

Extracts from the Sermon on the Mount, especially 

Matthew 5:1-17 
Parables, especially the Sower, the Good Shepherd, the 

Ten Virgins, the Talents. Matt. 13:3-8; John 10:1-11; 

Matt. 25:1-13; Matt. 25:14-29. Other great passages: 

Matt. 11:28-30; Matt. 7:7-12; Matt. 6:25-34; John 

15:1-17; Phil. 4:8. 

Some of these references, such as the Lord's 
Prayer, the Twenty- third Psalm, etc. should 
have been learned in the Primary Department, 
but if the children do not know them they 
should be taught in this department. 

14. Junioe Poems and Songs 

a. Thanksgiving Songs 
"We Plough the Fields, and Scatter," Child Religion in 

Song and Story, p. 206. 
"O Worship the King," Shepardson & Jones, Scripture 

and Song in Worship, p. 124. 

[162] 



JUNIOR DEPARTMENT 

"May Jesus Christ Be Praised," Eichhorn, Songs for Sun- 
day Schools and How to Use Them, p. 1. 

"A Song of Praise," Shepardson & Jones, Scripture and 
Song in Worship, p. 125. 

"Thanksgiving Hymn," Hofer, Primary and Junior Songs, 
p. 39. 

"Come, Ye Thankful People," Shepardson & Jones, Scrip- 
ture and Song in Worship, p. 128. 

"Praise the Lord," Wilson-Fearis, The Junior Choir, No. 1, 
p. 3. 

"The God of Harvest Praise," Gloria in Excelsis, p. 422. 

"Anthems to God Above," Gloria in Excelsis, p. 426. 

b. Thanksgiving Psalms 
The Twenty-fourth Psalm 
The Ninety-fifth Psalm, verses 1-6 
The One Hundred-seventeenth Psalm 
The One Hundredth Psalm 

c. Christmas Songs and Hymns 
"0 Little Town of Bethlehem," Eichhorn, Songs for the 

Sunday School and How to Use Them, p. 40. 
"Hark, the Herald Angels Sing," Shepardson & Jones, 

Scripture and Song in Worship, p. 32. 
"It Came Upon the Midnight Clear," Shepardson & Jones, 
Scripture and Song in Worship, p. 26. 
"Holy Night, Silent Night," Danielson & Conant, Songs 

for Little People, p. 32. 
See Hymns of Worship and Service for the Sunday School 

for many of the great Christmas hymns. 
Collection of Christmas Carols, edited by S. Arthur Gib- 
son and published by G. Schirmer. 
"Oh, Come, All Ye Faithful," Hofer, Primary and Junior 

Songs, p. 39. 
"The God of Abraham Praise," Eichhorn, Songs for the 

Sunday School and How to Use Them, p. 33. 
"While Shepherds Watched Their Flocks," Danielson & 

Conant, Songs for Little People, p. 36. 
"Joy to the World, the Lord Is Come," Hymns of Wor- 

[163] 



THE CHURCH SCHOOL 

ship and Service for the Sunday School, or Gloria in 
Excelsis. 
"Shout the Glad Tidings," Nutter, Hymns and Hymn 
Writers of the Church, p. 66. 

d. Easter Anthems and Songs 

"The Risen Lord," Shepardson & Jones, Scripture and 

Song in Worship, p. 48. 
"Easter Anthem," Chamberlin, Child Religion in Song and 

Story (Walks with Jesus), p. 246. 
"God Sends His Bright Spring Sun," Chamberlin, Child 

Religion in Song and Story, p. 249. 
"Easter Carol," Danielson & Conant, Songs for Little 

People, p. 40. 
"Easter Bells," Eichhorn, Songs for the Sunday School 

and How to Use Them, p. 50. 
See Hymns of Worship and Service for the Sunday 

School. 
Collection of Six Easter Carols, edited by F. F. Harker, 

and published by G. Schirmer. 
"Easter Song," Chamberlin, Child Religion in Song and 

Story, (Walks with Jesus), p. 245. 

e. Bible Poetry with Reference to the Seasons 

Rain. He causeth to come down for you the rain. Joel 

2:23. 
Snow. He giveth snow like wool. Psalm 147:16. 
Ice. He casteth forth His ice like morsels. Psalm 147:17. 
The waters hide themselves and become like stone. 
Job 38:30. 
Wind. He causeth His wind to blow. Psalm 147:18. 
Awake, north wind; and come, thou south; 
Blow upon my garden. Song of Solomon 4:16. 
Sunshine. Truly the light is sweet, and a pleasant thing 
it is for the eyes to behold the sun. Ecclesiastes 
11:7. 
Spring. For lo, the winter is past; 
The rain is over and gone; 

[164] 



JUNIOR DEPARTMENT 

The flowers appear on the earth; 

The time of the singing of birds has come. Song of 
Solomon 2:11-12. 

The tender grass springeth out of the earth, 

Through clear shining after rain. II Samuel 23:4. 
Summer and Winter. Thou hast made summer and win- 
ter. Psalm 74:17. 
Harvest Time. The trees of the field shall yield their 
fruit. Leviticus 26:4. 

At our doors are all manner of precious fruits. Song 
of Solomon 7:13. 
Day and Night. 

Truly the light is sweet, and a pleasant thing it is for 
the eyes to behold the sun. 

The sun also ariseth, and the sun goeth down. 

Thou makest darkness, and it is night, 

Wherein all the beasts of the forest creep forth. 

The sun ariseth, they get them away, 

And lay them down in their dens. 

Man goeth forth unto his work 

And to his labor until the evening. 

Ecclesiastes 11:7; 1:5; Psalm 104: 20, 22, 23. 

15. Pictuee Study foe the Junioe Geades 
Fourth Grade 

Washington Crossing the Delaware, Leutze 

The Horse Fair, Boriheur 

The Capitol Building at Washington, D. C. 

The Wrestlers 

State Capitol Building 

The Gleaners, Millet 

Statue of Lincoln, St. Gaudens 

Madonna in Adoration, Correggio 

The Monarch of the Glen, Landseer 

Fifth Grade 
The Coliseum 
The Minute Man, French 

[165] 



THE CHUECH SCHOOL 

Aurora, Beni 

The Holy Family, Murillo 

The Shepherdess, Lerolle 

Milan Cathedral 

Return to the Farm, Troyon 

Signing the Declaration of Independence, Trumbull 

Plowing, Bonheur 

Sixth Grade 

Christ and the Doctors, Hofmann 

St. Michael and the Dragon, Beni 

The Pyramids and Sphinx 

The Mill, Buysdael 

The Lion of Lucerne, Thonvaldsen 

Cologne Cathedral 

Winged Victory of Samothrace 

The Fog Warning, Homer 

St. Barbara, Palma Vecchio 

The Connoisseurs, Landseer 

Seventh Grade 

The Parthenon and Acropolis 

Westminster Abbey 

The Last Communion of St. Jerome, Domenichino 

St. Peters, Rome 

The Transfiguration, Baphael 

The Old Temeraire, Turner 

The Marriage of the Virgin, Baphael 

The Laocoon 

St. Cecilia, Baphael 

Temperance, Burne-Jones 

CLASSIFIED BOOK LISTS FOE THE 
JUNIOE DEPAETMENT 

1. Eefekence Books foe Junior Teachers 

Teachers' texts of all graded courses. 
Weigle, The Pupil and the Teacher, 50c. George H. 
Doran Co., New York. 

[166] 



JUNIOR DEPARTMENT 

Kirkpatrick, The Fundamentals of Child Study, *$1.25. 

The Macmillan Co., New York. 
Koons, The Child's Beligious Life, 75c. Methodist Book 

Concern, New York. 
Betts, The Becitation, 60c. Houghton, Mifflin Co., Boston. 
Bailey, For the Children's Hour, $1.50. Milton Bradley 

Co., Springfield, Mass. 
Du Bois, The Point of Contact in Teaching, *75c. Dodd, 

Mead & Co., New York. 
Hastings, Dictionary of the Bible, 1 volume, $5.00. Charles 

Scribner's Sons, New York. 
Hurlbut, Bible Atlas, $2.00. Rand McNally & Co., 

Chicago. 
Worcester, On Holy Ground, 2 vols., each $1.50. J. B. 

Lippincott Co., Philadelphia. 
Kent, Historical Bible, 6 volumes, *$1.00 and $1.25 each. 

Charles Scribner's Sons, New York. 
Calkin, Historical Geography of Bible Lands, *$1.00. 

Presbyterian Board of Publication, Philadelphia. 
Heffron, Lessons in Chalk Modeling, *$1.00. Educational 

Publishing Co., Chicago. 
Mackie, Bible Manners and Customs, 75c. Fleming H. 

Revell Co., New York. 
Soares, Heroes of Israel, *$1.00. University of Chicago 

Press, Chicago. 
Chamberlin, Introduction to the Bible for Teachers of 

Children, *$1.00. University of Chicago Press, Chicago. 
Keedy, Boys and Girls in Hebrew Homes, $1.00. Graded 

Sunday School Publishing Co., Boston. 
Littlefield, Hand Work in the Sunday School, $1.00. Sun- 
day School Times Co., Philadelphia. 
Stuart, Story of the Masterpieces, *$1.00. Methodist Book 

Concern, New York. 
Sanday, Outlines of the Life of Christ, 50c. Charles 

Scribners' Sons, New York. 
Carpenter, Geographical Beader (Asia), 60c. American 

Book Co., New York. 
Dodge, Elementary Geography, 65c. Rand McNally & 

Co., Chicago. 

[167] 



THE CHURCH SCHOOL 

Morris, Home Life in All Lands, 2 volumes, 60c. each. J. 

B. Lippincott Co., Philadelphia. 
Diifendorfer, Child Life in Mission Lands, 50c Methodist 

Book Concern, New York. 
Leary, The Real Palestine of Today, *$1.25. McBride, 

Nast & Co., New York. 
Hymns of Worship and Service for the Sunday School, 

50c. The Century Co., New York. 
Eichhorn, Songs for the Sunday School, Pilgrim Press, 

Boston. 
Winchester, Worship and Song, Pilgrim Press, Boston. 

2. Books fok Paeents of Junioe Childeen 

DuBois, The Natural Way, *$1.25. Fleming H. Revell 

Co., New York. 
Birney, Childhood, *$1.00. Frederick A. Stokes Co., New 

York. 
Abbott, Gentle Measures in the Management and Training 

of the Young, $1.25. Harper & Bros., New York. 
Harrison, Misunderstood Children, $1.25. Central Pub- 
lishing Co., Chicago. 
Kerr, The Care and Training of Children, *75c. Funk & 

Wagnalls Co., New York. 
Weigle, The Pupil and the Teacher, 50c. George H. 

Doran Co., New York. 
Koons, The Child's 'Religious Life, 75c. Methodist Book 

Concern, New York. 
Rishell, The Child as God's Child, 75c. Methodist Book 

Concern, New York. 
Canfield, What Shall We Do Now? $1.50. Frederick A. 

Stokes Co., New York. 
Hillis, The School in the Home, *50e. Fleming H. Revell 

Co., New York. 
Talmey, Genesis, *$1.50. Practitioners' Publishing Co., 

New York. 

[168] 



JUNIOR DEPARTMENT 

3. Books foe Home Reading of Junior 
Children 

Lamb, The Adventures of Ulysses, *25c. D. C. Heath & 

Co., Boston. 
Baldwin, Old Greek Stories, *45c. American Book Co., 

New York. 
Hale, Arabian Nights, *45c. Ginn & Co., Boston. 
Longfellow, The Children's Hour and Other Poems, 40c. 

Houghton, Mifflin Co., Boston. 
Lamb, Tales from Shakespeare, *40c. D. C. Heath & Co., 

Boston. 
Brooks, The Story of King Arthur, $1.00. Penn Pub- 
lishing Co., Philadelphia. 
Tappan, Robin Hood, His Book, $1.50. Little, Brown & 

Co., Boston. 
Putnam, The Children's Life of Abraham Lincoln, $1.25. 

A. C. McClurg & Co., Chicago. 
Foster, With Washington at Valley Forge, $1.00. Penn 

Publishing Co., Philadelphia. 
Conway and Conway, The Children's Book of Art, *$2.00. 

The Macmillan Co., New York. 
Mitton, Children's Books of Stars, *$2.00. The Macmillan 

Co., New York. 
Sidgwick and Paynter, The Children's Book of Gardening, 

*$2.00. The Macmillan Co., New York. 
Dale, Heroes and Great Hearts, 60c. D. C. Heath & Co., 

Boston. 
Price, The Land We Live In, *$1.50. Small, Maynard 

& Co., Boston. 
Wesselhoeft, Jack the Fire Dog, $1.25. Little, Brown & 

Co., Boston. 
Lang, Animal Story Book, $2.00. Longmans, Green & 

Co., New York. 
Kipling, The Jungle Book, *$1.50. Century Co., New 

York. 

[169] 



THE CHURCH SCHOOL 

Holden, The Earth and Sky, *28c. D. Appleton & Co., 

New York. 
De La Ramee, The Child of TJrbino, *30c. Educational 

Publishing Co., Chicago. 
(See Industrial List for others.) 

4. Missionaey Books foe Justiok Childken 

Speer, Servants of the King, *50c. Young People's Mis- 
sionary Movement, New York. 

Carpenter, Geographical Readers, *60c. and 70c. each. 
American Book Co., New York. 

Morris, Home Life in All Lands, 2 volumes, *60c. each. 
J. B. Lippincott Co., Philadelphia. 

Van Bergen, Story of China, *60c. American Book Co., 
New York. 

Ambrosi, When I Was a Girl in Italy, 60c. Lothrop, Lee 
& Shepard, Boston. 

Sakae Shioya, When I Was a Boy in Japan, 60c. Loth- 
rop, Lee & Shepard Co., Boston. 

Yan Phou Lee, When I Was a Boy in China, 60c. Loth- 
rop, Lee & Shepard Co., Boston. 

Carroll, Around the World, Book V, 60c. Silver, Burdett 
& Co., New York. 

Bicknell, How a Little Girl Went to Africa, $1.00. Loth- 
rop, Lee & Shepard Co., Boston. 

Krout, Two Girls in China, *45c. American Book Co., 
New York. 

Eastman, Indian Boyhood, *$1.60. Doubleday, Page & Co., 
Garden City, N. Y. 

McGraw, Indian Child Life, 10c. Board of Home Missions 
of the Presbyterian Church, New York. 

Crowell, Alaska for Juniors, 25c. Board of Home Mis- 
sions of the Presbyterian Church, New York. 

Headland, The Chinese Boy and Girl, $1.00. Fleming H. 
Revell Co., New York. 

Library of Travel Series, 50c. each. A. Flanagan Co., Chi- 
cago. 

Everyland (monthly magazine), 50c. a year. Everyland 
Publishing Co., New York. 

[170] 



JUNIOR DEPARTMENT 

5. Industrial Training, Plays and Games 

Grades V and VI 
Beard, Jack of All Trades, $2.00. Charles Scribner's 

Sons, New York. 
Beard, Outdoor Handy Book, $2.00. Charles Scribner's 

Sons, New York. 
Tinsley, Practical and Artistic Basketry, *$1.00. A. S. 

Barnes & Co., New York. 
Collins, The Boy's Book of Model Aeroplanes; **$1.20. 

Century Co., New York. 
Beard, What a Girl Can Make and Do, $2.00. Charles 

Scribner's Sons, New York. 
White, How to Make Baskets, *$1.00. Doubleday, Page & 

Co., New York. 
Mowry, American Inventions and Inventors, *65e. Silver, 

Burdett & Co., New York. 
Beard, Things Worth Doing, $2.00. Charles Scribner's 

Sons, New York. 
Canfield, What Shall We Do Now? $1.50. Frederick A. 

Stokes Co., New York. 
Gould, The "Little Women Play," 50c. Little, Brown & 

Co., Boston. 
Gould, The "Little Men Play," 50c. Little, Brown & Co., 

Boston. 

6. Industrial Training, Sports and Athletics 
Grades VII and VIII 

Baker, Boys' Book of Inventions, $1.60. Doubleday, Page 
& Co., Garden City, N. Y. 

Goss, Bench Work in Wood, *85c. Ginn & Co., Boston. 

Beard, The Field and Forest Handy Book, $2.00. Charles 
Scribner's Sons, New York. 

Hall, The Boy Craftsman, $1.60. Lothrop, Lee & Shep- 
ard Co., Boston. 

Wheeler, Home Decoration, $1.80. Doubleday, Page & 
Co., Garden City, N. Y. 

Adams, Outdoor Book for Boys, $1.75. Harper & Broth- 
ers, New York. 

[171] 



THE CHUECH SCHOOL 

Williams, Theory and Practice of Cookery, *$1.00. The 
Macmillan Co., New York. 

Eggert, The School and Farm, $1.50. W. M. Welch Co., 
Chicago. 

Bailey, Garden Making, $1.50. The Macmillan Co., New 
York. 

Mission Furniture — How to Make It (Popular Mechanics 
Hand-book), 50c. Popular Mechanics Co., Chicago. 

Griffith, Wood-Working for Amateur Craftsmen, 25c. 
Popular Mechanics Co., Chicago. 

Beard, Recreation for Girls, $2.00. Charles Scribner's 
Sons, New York. 

Perrin and others, One Hundred and Fifty Gymnastic 
Games (Spalding Library), 10c. American Sports Pub- 
lishing Co., New York. 

Gilman, Housekeeping, and Miller, Outdoor Sports and 
Games, in Children's Library of Work and Play, 10 vol- 
umes, $17.50. Doubleday, Page & Co., Garden City, 
N. Y. 



[172] 



CHAPTER VIII 
THE INTERMEDIATE DEPARTMENT 

1. Scope 

The children in this department are thir- 
teen, fourteen, fifteen and sixteen years of age. 
This corresponds to the eighth, ninth, tenth 
and eleventh grades of the public school. 

2. The Natuee of the Inteemediate Child 

For twelve or thirteen years nature has been 
at work building a boy or a girl. Nature now 
begins another twelve-year process 
waJes e f Three of turning boys and girls into men 
and women. Boys and girls are the 
raw material which nature has assembled for 
the building of men and women. The twelve 
years' period of construction is divided into 
three parts, usually designated as early, middle 
and later adolescence. During the period of 
early adolescence, which lasts from twelve or 
thirteen to sixteen years, nature devotes her- 
self most largely to physical changes; she re- 
builds the body of a child into the body of an 
adult. New organs are installed, old organs 
are modified and strengthened. 

Having constructed the body of a man or 
woman, nature now installs in this body the 
[1731 



THE CHURCH SCHOOL 

emotional nature of an adult. Middle adoles- 
cence, which comprises from the sixteenth to 
the eighteenth year, is characterized by this in- 
stallation of the emotional nature of the mature 
man or woman. 

Nature now takes a six-year period, known 
as later adolescence, from the eighteenth to the 
twenty-fourth year, for the installation of the 
intellectual equipment of the mature human 
being. 

Of course all these changes are going on at 
once, but the physical changes are the dominant 
characteristic of the first period; emotional de- 
velopment characterizes the second period, and 
intellectual reconstruction is the distinguishing 
element in the third period. 

The Intermediate Department comprises the 
children passing through the period of early 
adolescence. 

Early adolescence begins with puberty. Pu- 
berty comes earlier with girls than with boys, 
b. Physical b u ^ ^ usually occurs at thirteen or 
of h Eariy ristics fourteen years of age. The years 
Adolescence f ear ]y adolescence are marked by 
very rapid physical growth. The energy of the 
preadolescent period that has expressed itself 
in the child's restless activity now devotes it- 
self to internal construction, building up the 
new body. With the boy the heart enlarges, 
shoulders broaden, muscles solidify, height 
rapidly increases, sexual organs come to ma- 
turity, mustache sprouts and the voice changes. 
With the girl, the height and weight increase 
[174] 



INTERMEDIATE DEPARTMENT 

rapidly, the pelvis enlarges, chest develops, or- 
gans of reproduction are established. 

By fifteen, the boy has attained 92 per cent 
of his adult height and 76 per cent of his adult 
weight; girls have reached 97 per cent of their 
adult height and 90 per cent of their full 
weight. Girls grow but little after seventeen 
and boys increase but little after this age, and 
that mainly in weight. 1 

But growth in height and weight does not 
occur at the same time. The child "shoots up 
like a bean pole" and then fills out, or he may 
grow stout and then increase in height. This 
irregularity in the rhythms of growth pro- 
duces the "growing pains" and awkwardness 
and other characteristic features of the trans- 
forming years of early adolescence. 

These years of rapid growth are years of 
energy and health. Statistics show that the 
death rate for the period between ten and fif- 
teen is lower than that of any other five-year 
period in the life of the individual. 

Accompanying the physical changes of early 
adolescence are even more important mental 
c. Psychological changes. As the calyx of the 
of h Eariy ristics flower unfolding reveals the hidden 
Adolescence beauty of corolla, stamen and pis- 
til, so the opening out of the physical organism 
reveals an expanding intellect, a deepened 
spiritual nature, and a new appreciation of the 
individual's relation to society. The power of 

1 Weigle J The Pupil and the Teacher, p. 48. 
[175] 



THE CHUECH SCHOOL 

abstract thinking has arisen. The child is crit- 
ical and logical. He does not doubt, but he 
demands reasons and will be satisfied with a 
definite, clear-cut logical explanation. 

The capacity for mental analysis and ab- 
straction leads the child to abstract virtues 
from various examples and build them into an 
ideal which he accepts as his standard. He is 
not a mere imitator, or hero worshiper, as he 
was in the preadolescent period. He now sees 
down into his hero's inner life and constructs 
a hero of his own out of the admirable qualities 
which he finds in all his heroes. He is pas- 
sionately idealistic. 1 

The maturing of adult powers gives a sense 
of independence. The child now recognizes 
himself as an individual capable of performing 
all the functions of a man in society. Feeling 
this power, he wants to use it, longs to "get a 
job," becomes impatient with the restraints 
which hold him to the authority of the home. 
His desire for self-assertion is not because he is 
selfish or self-centered, but because he sees a 
new big world, recognizes himself as a mature 
unit in society, and longs to enter the stage and 
play his own part in the great game of real life. 
But this sense of independence is tempered by 
a sense of social dependence. Coe has said 
that at this age "both self-consciousness and 
social consciousness come to blossom.'' 2 The 

1 See Kirkpatrick, Fundamentals of Child Study, Chapter 8, 
for a further treatment of idealistic instinct. 

2 Education in Religion and Morals, p. 248. 

[176] 



INTERMEDIATE DEPARTMENT 

altruistic impulse begins to take possession of 
the child as a means of motivating conduct. 
Altruism and idealism developed prevent the 
child from becoming a self-centered, non-social 
member of society. 

The aesthetic nature blooms also at this 
period. The beauties of nature and the har- 
monies of color and sound and lines find a 
heightened response in the soul of the child. 
The discovery of inner meaning in all things 
deepens religion and turns authority into ex- 
perience. Religion is no longer objective, but 
personally and intimately subjective. The 
child has learned about God; the adolescent 
youth now personally experiences God, and 
religion becomes his very oivn. Prayers once 
directed out into the skies are now directed 
down into the inner self, where God speaks to 
the soul in the most intimate companionship. 1 

Pkoblems of Adolescent Development 

Perhaps the most important factor in the 
control of Intermediate children is the leader- 
ship and comradeship of men and 
of Adui? eed women of the highest Christian 
Leadership character. Theory of "older boys 
as leaders of younger boys" is a call in the 
wrong direction, for it serves to divert from 
mature men and women the responsibility for 
the training of the children of the community. 
The Boy Scout movement and similar organ- 
izations tend to provide a maximum of juvenile 

1 Starbuck, The Psychology of Religion, p. 194. 
[177] 



THE CHURCH SCHOOL 

companionship and a minimum of adult com- 
panionship. There is too much truth in the old 
statement, "We send our children to the school- 
master, but their schoolmates educate them." 
But the schoolmaster should educate them, and 
he will do so if he is a man of good character 
and a warm heart, who wins the friendship of 
his pupils and practices Froebel's maxim, 
' ' Come let us live with our children. ' ' 

Professor Coe is certainly correct when he 
says, "A social life of which the family with 
its unity of adults and children and of both 
sexes is a type, is one of the surest safeguards 
of adolescence, one of the surest nurseries of 
the spiritual sensibilities. ,,1 

We shall not be able to solve the problems of 
adolescence until we get mature men and 
women sympathetically and helpfully related to 
the boys and girls in their homes and communi- 
ties. Instead of forming organizations for the 
purpose of relieving adults from the care of 
children, we should be forming organizations 
to teach adults how to live with boys and girls. 
Our need is more adult companionship. Ex- 
perience shows that such leadership is always 
preferred by adolescent children. A boy will 
choose as his comrade a companionable man in 
preference to a boy of his own age, every time. 

In defense of certain types of boys' clubs, 
much has been made of what has been termed 
the "gang" instinct, and the "instinct for 
organization." It is believed by the advocates 

1 Education in Religion and Morals, pp. 266, 267. 
[178] 



INTERMEDIATE DEPARTMENT 

of the much overworked theory of recapitula- 
tion that the child who is permitted 
c'aiied "Gang" to pass through all kinds of "gang" 
organizations will finally wear out 
the instinct and be saved to a higher order of 
society. But instincts do not wear out; they 
wear in. They die out through disuse. 

The term "gang" instinct is a misnomer. 
There is no gang instinct; there is a budding 
social instinct which may produce the * ' gang. ' ' 
The "gang" is a construct, not a constructor. 
In like manner, the organisation is a resultant, 
not a cause. The social instinct seeks expres- 
sion. In these early years it finds it in the 
warm comradeship of the family or in selected 
groups of playmates. Later it will find its ex- 
pression in club, lodge, political party and 
church. 

The so-called "gang" instinct reaches its 
height at thirteen years and then rapidly de- 
clines. This means that at the opening of early 
adolescence life interests enlarge, and the child 
who is already seeing inner meanings in things 
comes to find reality beyond the little group. 
The little group is supplanted by a larger 
group, and the child soon comes to submit to 
the rules of lodge, party or church as he for- 
merly did to the edicts of the "gang." 

Just when the earlier "gang" is breaking 
down and the social nature demands expression 
through a larger group, is the normal time for 
the child to join the church, thereby attaching 
himself to organized Christianity. 
[179] 



THE CHUBCH SCHOOL 

The fact that the "gang" is the result of the 
hungering of the social nature for group ex- 
pression makes it evident that the family and 
the church must furnish such wholesome and 
adequate opportunities for youthful social ex- 
pression that the group or "gang" will be 
dominated by the purest and noblest ideals. It 
is possible for the family ideal so to dominate 
the child that he will be as true to the standard 
of the home circle as another child would be to 
the standards of a street "gang." It is possi- 
ble for the home or the organized class in the 
church school and the public school groups 
fully to meet the social needs of adolescence. 
Incipient secret organizations are the evidence 
of unsatisfied social needs. 

Very much which has been published re- 
cently on the boy problem is foolish, untrue and 
c. child study weakly sentimental. Hasty deduc- 
v S . Race study tions from the study of abnormal 
children, and the charm of the doctrine of re- 
capitulation and the "culture epochs" theory 
of education have been at the root of much of 
the unscientific literature which has appeared 
on the "boy problem." The normal boy and 
his home and his school have been lost sight of 
in our haste to discover racial characteristics. 
It is to be regretted that writers in the field of 
religious education should popularize the re- 
capitulation theory just when the public-school 
authorities were abandoning it as unsound. 
Child study and not race study is the basis of 
public school methodology. 

[ 180 ] 



INTERMEDIATE DEPARTMENT 

The following references will correct many 
misconceptions of childhood and furnish a basis 
for the intelligent interpretation of adolescent 
life: 

Thorndike, Educational Psychology, Vol. 1. Chapters XVI 
and XVII are of special value. Chapter XVI gives an 
excellent discussion of the doctrine of recapitulation and 
concludes "that the influence which it has exerted upon 
students of human nature is due, not to rational claims 
but to rhetorical attractiveness." 

Bolton, "Unsoundness of the Culture Epochs," Journal 
of Pedagogy, Vol. XVI, pp. 136 f. 

Henderson, Text Book in the Principles of Education, es- 
pecially chapter XI, on "Recapitulation." 

Coe, The Spiritual Life, especially chapter I and II, which 
treat of "Religious Awakening" and "Adolescent Diffi- 
culties." 

Starbuck, Psychology of Religion. Chapters XVI to 
XXI, inclusive, are still the great chapters on "Adoles- 
cence." 

Chancellor and others, discussisons in Report of National 
Educational Association, 1907, pp. 210-221. These ar- 
ticles show the absurdity of attempting to found an edu- 
cational program on the "Race Life" hypothesis. 

MacCunn, The Making of Character. 

At this age the child feels potential within 
himself "the race-old forces by which life be- 
d. The sex & e ^ s lif e - ' ' The presence of new 
problem powers and new emotions demands 

instruction and guidance on the part of parents 
and teachers. The child does not understand 
himself and he should not be left to learn by 
the trial and error method. In this connection 
the following observations seem to be de- 
manded by present conditions. 
[181] 



THE CHURCH SCHOOL 

(1) Sex instruction must be given by parents 
or adults who have the confidence of the chil- 
dren. The public school can teach botany or 
biology and lay the foundation for the ideal 
presentation of the truths of reproduction, but 
the personal instruction needed cannot be given 
in groups. The plain, frank private conference 
is always to be preferred. 

(2) Sex instruction must be organized 
'around normal life. A listing of diseases and 
abuses is always of very doubtful value, but 
certainly instruction in sexual diseases and the 
horrors of prostitution of the sexual function 
should be delayed until later adolescence and 
then handled sparingly. It is not good peda- 
gogy to discover to a child his potentialities 
for vice by pointing it out in others. 

(3) "Boy problems' ' are often created by 
so-called boy specialists who undury magnify 
the difference of the sexes. It must be remem- 
bered that the points of unity are many times 
more than the points of difference. The cry of 
"men teachers for boys' classes and women 
teachers for girls' classes" may be the source 
of great misconception. Boys and girls both 
need the companionship of great-hearted men 
and women. We do need more men teachers in 
both the public schools and the church schools, 
but that should not be taken to mean that a 
talented woman should be asked to surrender a 
class of boys and turn it over to an unprepared 
man. The following statement from Professor 
Coe should be burned into the minds of all who 

[182] 



INTERMEDIATE DEPARTMENT 

are seeking to work with adolescent boys and 
girls: " There can easily be too great separa- 
tion of the sexes in all the sub-periods of ado- 
lescence. Simple, free and unrebuked associa- 
tion between the boys and girls, and between 
young men and young women, has proved itself 
in our American life and education to be whole- 
some. The reason, therefore, is the profound 
psychological relation between human love and 
love Divine. ' ' * 

(4) The all-too-common practice of teasing 
young people about their beaux, jesting in their 
presence about the most sacred relationship of 
life, speaking lightly about marriage, divorce, 
elopements, marital infelicities, etc., is a most 
fruitful source of low ideals regarding sexual 
matters. The whole attitude of adults toward 
sex life should be such as to beautify and 
glorify life and its reproduction. In such an 
atmosphere the problems of sex will be looked 
upon by the young as natural and dignified as- 
pects of life. 

This should be the prayer of the adolescent 

child. This is the age when children respond 

most easily to suggestion. They 

Not'into Us cannot be commanded, but they can 

Temptation be ^ by ^ suggestion Q f thoge 

whom they love or admire. At this age, as at 
all others, consciousness is motor. To think a 
thing is to do it unless there are unusual inhib- 
iting influences. For this reason every effort 
should be made to shield the Intermediate 

1 Education in Religion and Morals, p. 266. 
[ 183 ] 



THE CHURCH SCHOOL 

children from all evil, and especially from 
evil companions, evil pictures and evil 
books. 

It is frequently said that the child is sure to 
see evil some time, therefore it is best for par- 
ents to bring it to his attention in order that 
they may at the same time present the antidote. 
In this way, it is claimed, children will learn 
what they are to avoid. The facts do not 
justify the practice. We are not educated by 
negations. ' ' Keep off the grass ' ' signs are not 
so effective as "Walk on the walk" signs. 
Modern pedagogy has forced examples of false 
syntax out of our language textbooks, and the 
same pedagogy must force examples of false 
conduct out of our programs of moral and re- 
ligious education. MacCunn has well said, 
1 ' The best moral antidote lies not in warnings, 
however particular, but in that positive char- 
acter which is the real source of strength in the 
hour of temptation. ' ' ' 

Mr. F. J. Gould, lecturer for the Moral Edu- 
cation League of England, insists that all 
stories told to children should be of a positive 
character, it being his belief that negative 
stories or those illustrating wrong, sin and 
folly should have no place in a program of 
moral instruction, except as they are brought 
in incidentally with the positive to teach by 
contrast, for the purpose of emphasizing and 
impressing the positive. 

A man applying for a position as pilot of a 

1 Making of Character, p. 64. 

[184] 



INTERMEDIATE DEPARTMENT 

steamboat on the Mississippi river was asked 
by the manager, "Do yon know where all the 
rocks in the river are?" The man replied, 
"No, I don't know where they are, but I know 
where they ain't." This man was the safe 
pilot. The pedagogy of early adolescence can 
be phrased in no better words than these: 
"Whatsoever things are true, whatsoever 
things are honorable, whatsoever things are 
just, whatsoever things are pure, whatsoever 
things are lovely, whatsoever things are of 
good report ; if there be any virtue, and if there 
be any praise, think on these things.' ' — Philip- 
pians 4 : 8. 

The social life of early adolescence cannot 
be neglected with impunity. The rapidly un- 
folding social nature demands ex- 
Di^cte<f e socia! pression. If the home and the 
Expression church do not furnish adequate out- 
let for the social life, they need not be surprised 
to find outbreaks of social life which society 
does not approve. The church has too long 
posted in conspicuous places a blacklist of so- 
cial activities, but by so doing she but popu- 
larized forms of expression which she wished 
to suppress. The crying demand of the pres- 
ent is that the church will announce lists of 
things children may do, provide suitable places 
for social expression, and furnish skilful in- 
struction and direction. 

It is especially important that the church 
provide a rich social life for the young people 
who enter the church during early adolescence. 

[185] 



THE CHURCH SCHOOL 

Through this attention there is cemented a 
bond of fellowship which ties the young life to 
the church and an implicit and willing obedi- 
ence to its teachings and ordinances as nothing 
else can do. 

Much has been made of the stress and storm 
of adolescence. It is true that it is a period 
g . stress th- 9 ^ produces intense mental com- 

and storm motion, contradictions, inconsisten- 
cies, etc. But much of this conflict may be 
avoided. It is not necessary to normal develop- 
ment. The heightening of the emotions which 
attends every new adjustment is not peculiar 
to adolescence. The first shave, the first long 
dress and all the other initial steps into 
" grown up" society are attended by intense 
emotions. Neglected, this emotion may be 
dammed up to break out in unfortunate direc- 
tions. But, understood, it may be drawn off in 
normal directions. Here again the confidence 
of parents and teachers is the saving element. 
The children should be helped across these 
crises, not left to struggle through them alone. 
A father, discovering a heavy fuzz on his son's 
upper lip, and knowing that the lad was strug- 
gling with the problem of the first shave, pur- 
chased the boy a razor and shaving mug and 
taught him how to shave, as a matter of course, 
remarking that he began shaving when he was 
that age. And so parents may divine what 
must be the problems of the children, anticipate 
their troubles and tactfully help them to the 
new adjustment, and thus prevent the storm 

[186] 



INTERMEDIATE DEPARTMENT 

and stress which will be sure to follow the re- 
pressed emotions. 

In this period much depends upon the 
method of dealing with children. Command- 
ments which had a place in the 
imJJrSnt as training of the preadolescent child 
must now, in a large measure, give 
way to council and conference. Every father 
is sure some day to look across the table into 
the face of his son and be startled to note a 
flash of independence and self-assurance, not 
rebellion, but the sense of self-realization which 
tells the lad that he is now a man. Happy is 
the man who has so lived into his boy 's life that 
his son by nature will now become his son by 
choice, and consciously emulate the virtues 
which he has learned to admire in the parent. 
The loving companionship of mature men and 
women is the method par excellence for early 
adolescence. 

The studies of Starbuck, Coe and others 
show that by far the largest number of con- 
versions come during the Interme- 
A g e for jSSfng diate period. There is a high-watei 
mark at the beginning of the period 
which repeats itself at the close of the period. 
We have seen that the conversions of the first 
period were accompanied by a sense of need of 
a larger social life; the conversions of the lat- 
ter period are attended by more intense emo- 
tional manifestations. Out from a conflict of 
feelings the altruistic emotions predominate 
and the will selects those which lead to God. 

[187] 



THE CHURCH SCHOOL 

These become a very personal way to a fuller, 
more abundant life in God, and thus the life of 
God is established in the soul of man. 

No child passes through the adolescent pe- 
riod without being converted to something. It 
is not a question for the church to discuss as 
to whether the child will be converted. Nature 
will take care of that. It is the question of 
to what will he be converted which should con- 
cern the church. He may seek to find fulness 
of life by choosing as his example some popular 
hero, some bandit or cowboy lionized in cheap 
literature, or he may seek to find the life abun- 
dant by accepting Christ as the Pilot of his life. 
The church school which fails to present the 
Christian life in such vivid imagery that it be- 
gets a joyous response in young lives, has 
failed at the most critical point. 

4. The Natukb of the Curriculum 

The curriculum of the four years of this 
period should consist largely of biographies of 
a. studies in Bible characters and other great 
character men anc [ wom en who were the in- 

carnation of the religious impulse. The Bible 
must always be the great source book for re- 
ligious inspiration. It tells the story of how 
men lived their lives in the presence of God ; of 
how nations arose and fell under the all-seeing 
eye of Jehovah. General history and mission- 
ary biography may be used to show how God is 
still present in the midst of the nations and in 
the lives of men. 

[188] 



INTERMEDIATE DEPARTMENT 

In the presentation of these biographies, the 
emphasis should be placed on character. The 
life should be so studied as to show its fruits, 
its influences upon society, and it should be 
evaluated in terms of social worth. It should 
be shown that God's approval rests upon all 
men who will the good will which promotes hu- 
man welfare, and all other acts should be stig- 
matized. 

From such a study of great lives the children 
should be led into a careful study of the life of 
Christ, the greatest man in history, in whom all 
the virtues center. There has been something 
wrong with the teaching or the home influence 
if this biography does not lead to the personal 
acceptance of the Christ as the way of life. 

Through the senses we come to symbols. 
The child now sees inner meaning in all the 
b. studies in concrete facts of experience. For 
inner Meaning ^ s reason? religious art, great mu- 
sic, the wonders of nature are valuable sources 
of religious nurture and growth. A study of 
the inner meaning of the church ordinances 
deepens the religious life. 

Most of the children should have united with 
the church before the close of this period. For 
this reason, the course should con- 
ch? Stfan m the tain lessons dealing with Christian 
Living living, instruction regarding the 

duties of church members, and training in how 
to make decisions in the presence of life 's prob- 
lems. 

The church school must develop the principle 

[189] 



THE CHURCH SCHOOL 

of social solidarity. To this end, the historical 
courses dealing with biblical matter must be 
supplemented by courses which seek to ac- 
quaint the student with the social problems of 
his own day, in order that he may intelligently 
carry the social teachings of Christianity over 
into his daily life. 

The introduction of social service courses in 
order to enrich the curriculum of the church 
school will compel the church to present a num- 
ber of parallel elective courses suited to the 
needs of its students. The modern public high 
school now recognizes five distinct groups of 
students : 

(1) Those whose abilities, ambitions and re- 
sources will enable them to complete the high- 
school course and continue through a college 
course. 

(2) Those who will not go on through col- 
lege, but who may safely defer the choice of a 
vocation and vocational training until after 
graduation. 

(3) Those who must enter upon a vocation 
immediately after leaving high school, and who 
must receive their systematic vocational in- 
struction before leaving the high school. 

(4) Those who will continue in school but a 
year or two beyond the compulsory school age, 
and who must receive their practical and social 
training early in the high-school course. 

(5) Those who will leave school at the end of 
the compulsory school age and go immediately 
to the industries. 

[190] 



INTERMEDIATE DEPARTMENT 

For these five groups the high schools are 
offering special courses, as follows : the college 
preparatory course, the general course, the 
commercial course, the short business course 
and the industrial-agricultural course. 1 

Some such a reorganization of the Interme- 
diate Department of the church school must be 
gradually worked out in order that the needs 
of the various groups of students may be more 
fully met. This may be effected by means of a 
rich curriculum and a carefully supervised 
elective system. That there is already a move- 
ment in this direction is shown by the following 
quotation from Prof. C. W. Votaw: "If our 
young people will stay in the Sunday school 
long enough to take four years of high school 
work and four years of college work, i. e., if 
they will pursue Sunday-school courses contin- 
uously until they are twenty-one years of age, 
then there will be time to give them both his- 
torical courses of study in the Bible and moral 
and religious courses in social living. But if 
they will not do these full eight years of work, 
and are not going to get social study in a regu- 
lar college course, then it is more important for 
them to take social courses than biblical courses 
during the high-school years in the Sunday 
school. ' ' 

Would it not therefore be well if our Sunday 
schools should provide a double curriculum in 
the high school years (fourteen to seventeen: 
a historical series, which would call for a sys- 

1 Johnston, High School Education, p. 79ff. 
[191] 



THE CHURCH SCHOOL 

tematic study of Old Testament History, Old 
Testament Teaching, Jesus' Life and Teaching, 
and Primitive Christianity ; and a social series, 
which in four annual courses would deal with 
the chief facts and problems of our social or- 
der! It would then be open to Sunday-school 
boys and girls to choose whichever series or 
whatever courses would best meet their wishes, 
would best give them the knowledge and guid- 
ance needed for the direction of their lives. Into 
the social courses would certainly be taken up 
all the Bible teaching that is applicable and 
helpful to the social conditions and problems of 
today. 

For the purpose of social study, we already 
have some excellent courses and text books; 
for example, The Bible Study Union Course, 
"Christian Life and Conduct"; Jenks, "Life 
Questions of High School Boys"; Henderson, 
"Social Duties"; Josiah Strong, "Studies in 
the Gospel of the Kingdom." There are many 
books prepared for general reading and for 
school use that are suitable for Sunday-school 
courses of study, such as Jane Addams, "The 
Spirit of Youth and the City Streets ' ' ; Devine, 
"Misery and Its Causes," and "The Spirit of 
Social Work"; Henderson, "The Dependent, 
Defective and Delinquent Classes"; Nearing, 
"Social Adjustment"; Mangold, "Child Prob- 
lems, ' ' and many others. 1 

1 C. W. Votaw, ' ' Further Progress in the Graded Sunday 
School," Eeligious Education, vol. 7, pp. 191-202, June, 1912. 

[192] 



INTERMEDIATE DEPARTMENT 

5. Akt and Adolescent Education 

Art has a large place in adolescent education. 
Its proper use prevents excesses in youthful 
emotions and reinstates those emotional experi- 
ences which should pass over into conduct. Al- 
though feelings are bound up in physical and 
bodily processes, it is evident that emotion is 
more than a physical resonance or reverbera- 
tion. Hirn and Baldwin have multiplied argu- 
ments to show that art is social. The sharing 
of an experience with others enhances or re- 
lieves it. Art involves imitation, and imitation 
is one of the prime methods of getting social 
experience. Hirn has pointed out 1 that it is 
not natural to have a good time alone. We get 
joy by gifts. Joy makes men good ; pain makes 
them bad, provided sympathy is not engen- 
dered. 

The church must make full use of the great 
art at its disposal for the religious and social 
education of the young people who are passing 
through the critical years of adolescence. 

All that was said in the preceding chapters 
regarding the importance of good music and 
the necessity of selecting only the 
best books for children's singing 
will hold true for the Intermediate department. 
But an added word is necessary here because 
of the physiological changes that occur at this 
time. In his splendid book "The Child Voice 
and Singing,' ' Professor Howard has a chapter 

1 Origin of Art, p. 83. 

[193] 



THE CHURCH SCHOOL 

on "The Physiology of the Voice'' which 
should be carefully studied by all who deal with 
the music of adolescent children. From this 
chapter the following extract is taken to show 
the difference between male and female voices 
at this period: 

"Among the physical changes which occur 
at this period is a marked growth of the larynx, 
sufficient to alter entirely the pitch and charac- 
ter of the boy's voice. As a female larynx is 
affected to a lesser extent, the voices of girls 
undergo little change in pitch, but become even- 
tually more powerful, and richer in tone. This 
break of the voice, as it is called, occurs at 
about the age of fifteen years in this climate, 
but often a year or two earlier, and not infre- 
quently a year or two later. The growth of the 
larynx goes on, with greater or less rapidity, 
varying in different individuals, for from six 
months to two or three years, until it attains its 
final size. In boys, the larynx doubles in size, 
and the vocal bands increase in the proportion 
of live to ten in length. This great gain in the 
length of the vocal cords is due to the lateral 
development of the larynx, for the male larynx, 
in its entirety, increases more in depth than in 
height. The result is a drop of an octave in the 
average boy's voice, the longer bands produc- 
ing lower tones. The change in size in the 
female larynx is in the proportion of five 
to seven, and the increase is in height in- 
stead of depth or width, as in the male larynx. 
The vocal cords of women are, therefore, 
[194] 



INTERMEDIATE DEPARTMENT 



shorter, thinner and narrower than those of 
men. ' ' 

The care of the boy's voice during this tran- 
sition is of the utmost importance. Not infre- 
quently boys are lost to the church because they 
are permitted to drop out of the song service at 
the time of the so-called " break " in their 
Voices. It should be kept in mind that boys' 
voices change, they do not break. With rare 
exceptions, there is a gradual transition from 
the high soprano, through the alto and tenor 
to the bass. By adapting the music to the 
changing voice and the use of such beautiful 
chants as are provided in such books as Eich- 
horn's " Songs for the Sunday School," boys 
may be kept singing in the church school and in 
the church choir during the entire period of 
adolescence. 

The attitude of reverence and perfect quiet 
should be insisted upon during all worship exer- 
cises. Children should not be permitted to 
make light of the sacred service of song. Song 
books best suited to this department are : 

Worship and Song, Pilgrim Press, Boston. 

Eichhorn, Songs for the Sunday School (superintendent's 
edition), A. S. Barnes & Co., New York. 

Hymns of Worship and Service, Century Co., New York. 

Shepardson & Jones, Scripture and Song in Worship, Uni- 
versity of Chicago Press, Chicago. 

The Hymnal of Praise, A. S. Barnes & Co., New York. 

The pupils of this age will be interested in 
"The Story of the Hymns and Tunes," by But- 
terworth and Brown, and their appreciation of 

[195] 



THE CHUECH SCHOOL 

music will be enhanced by reading Mason, "A 
Guide to Music"; Scobey and Home, "Stories 
of Great Musicians ' ' ; Home and Scobey, ' ' Sto- 
ries of Great Artists." 

Valuable material on the music of this period 
may be secured from these sources : 

McConathy, "Music in High Schools," in Proceedings 

N. E. A., 1908, p. 844. 
Birge, "High School Courses; Appreciation Work," in 

Proceedings Music Teachers' National Association, 1909, 

p. 142. 
"One Hundred Hvmns of Brotherhood," Survey, January 

3, 1914. 

Two types of hymns should be emphasized 
in the Intermediate Department: those ex- 
pressing social goodness, and those reflecting 
the inner and more subjective aspects of re- 
ligious experience. 

The pupils in this department must be 
brought into fellowship with the heavenly 
Father through songs of praise and adoration, 
and they must be made to feel their dependence 
upon him, but nature is now ripening up their 
social impulses and their sympathies and emo- 
tions are bringing them into tune with our com- 
mon humanity, and there is great need of 
giving form and direction to these impulses 
through great hymns which emphasize the 
brotherhood of man. ' ' Thy kingdom come, thy 
will be done on earth" is the theme for this 
type of song. These songs should not only re- 
flect social goodness, but should also inspire to 
action, to holy warfare in behalf of the king- 
[196] 



INTERMEDIATE DEPARTMENT 

dom of God which is to come here and now. 
Songs suitable for this period are hard to find 
because, first, our songs have been written for 
adults, and, second, the social aspects of 
Christ's teachings have not found adequate ex- 
pression, as yet, in our hymnology. The songs 
listed here are not ideal, but they approach 
more nearly to the needs of the period than 
many others, and they suggest the type of song 
for which religious educators are now seeking. 
Among the songs of action and social good- 
ness the following may be mentioned: 

Christian, Rise, and Act Thy Creed, Russell 

Who is on the Lord's Side? Haver gal 

Onward, Christian Soldiers, Baring-Gould 

Jesus Shall Reign Where'er the Sun, Watts 

We've a Story to Tell to the Nations, Sterne 

Fight the Good Fight, Monsell 

Beautiful for Spacious Skies, Bates 

Stand Up, Stand Up for Jesus, Duffield 

Dare to Do Right, Taylor 

Sound the Battle Cry, Sherwin 

Where Cross the Crowded Ways of Life, North 

To meet the tendency towards introspection, 
which becomes prominent during this period, 
there should be hymns of communion with the 
Father, in which symbols, words and sentiment 
emphasize the personal presence of God in the 
soul. They should bring God and man together 
as co-workers. 

The writer has indelibly stamped on his 
memory, from its frequent use in the church 

[197] 



THE CHURCH SCHOOL 

school which he attended when a boy, the song 
which opened with these words : 

Bright angels meet me; 
Bright angels greet me; 

Bear me to that land on high ; 
Bright angels meet me; 
Bright angels greet me, 

When I die, when I die." 

The songs of this period must emphasize the 
fact that it is not necessary to die in order to 
have comradeship with G-od. Many of the old 
songs can be used to teach this lesson. Some 
old songs need to be edited to eliminate out- 
worn theological conceptions. There are new 
songs which throw around the experiences of a 
scientific age the halo of the mystic's illumina- 
tion. The following songs will help to deepen 
the religious experiences of Intermediate stu- 
dents without creating a morbid desire to die 
and be with the angels, or establishing false 
intellectual conceptions regarding the normal 
religious life: 

Master, Let Me Walk with Thee, Gladden 

Saviour, Like a Shepherd Lead Us, Thrupp 

Love Divine, All Love Excelling, Charles Wesley 

Just as I Am, Thine Own to Be, Hearn 

Nearer, My God, to Thee, Adams 

Sun of My Soul, Keble 

Abide with Me, Lyte 

Take My Life, Havergal 

Safely Through Another Week, Newton 

Come, Thou Almighty King, Wesley 

Faith of Our Fathers, Faber 

[ 198 ] 



INTERMEDIATE DEPARTMENT 

Just as it is the business of the church school 

to teach children to know, to appreciate and to 

love the great masterpieces in the 

b. Pictures ° . * , . . 

realm 01 sacred music, so also is it 
the business of the church school to bring chil- 
dren into possession of their heritage in sacred 
art. 

The public school, art clubs and free public 
art galleries are doing much to develop in the 
American people an appreciation of the best in 
art. The church must not forget that the really- 
great art is religious art. The great concep- 
tions of the masters must be renewed in the 
minds of our children. Copies of the master- 
pieces must adorn the walls of our Christian 
homes, books on religious art must be on our 
library tables, and the church must use this art 
interest in creating a capacity for the beautiful 
in life and character. Our churches must be 
made beautiful and our church school class- 
rooms must be clean and light, and upon their 
walls must hang beautiful pictures which will 
lift teachers and class into the very presence 
of the Eternal Son of God ; then the church will 
be a holy place, and worship will be indeed 
communion with our heavenly Father. 

Splendid reprints of the great masterpieces 
in religious art are available at a very reason- 
able price. Small copies for children's note- 
book work may be had for one-half cent. 
Larger copies at from one to three cents each 
are satisfactory for class use; and still larger 
copies suitable for framing for classrooms or 

[199] 



THE CHUECH SCHOOL 

home may be had at prices ranging from a few 
cents to several dollars each. 

In this book the great masterpieces of art 
have been listed in connection with the differ- 
ent departments. The pupils in the Interme- 
diate Department will find new interest in 
pictures which have been familiar to them from 
the elementary grades. They are now seeing 
below the surface of things and beyond the ho- 
rizon. The teachers must now add new inter- 
pretations to old truths. Hofmann's "The 
Rich Young Ruler ' ' will now have a new mean- 
ing, and the social message of Jesus will be re- 
inforced by this great picture. Da Vinci's 
' ' The Last Supper ' ' may now be studied for its 
hidden lesson. Such a study of this picture as 
that furnished by The School News, Taylor- 
ville, 111., will suggest the service of religious 
art at this period of emotional upheaval. 

There is a great need at this time for a study 
of the motives and methods of the world's 
great painters in order that the church may 
come to have a better appreciation of the great 
religious masterpieces. One of the best books 
for this purpose is Caffin, "How to Study Pic- 
tures." Other books are mentioned in the book 
list at the close of this chapter. The following 
books and articles should be read by teachers 
who wish intelligently to use the great master- 
pieces of art in the religious education of chil- 
dren: 

Erb, "The Influence of Religious Art," 'Religious Educa- 
tion, vol. 7, pp. 502-509, Dee., 1912. 

[200] 



INTERMEDIATE DEPARTMENT 

"The Use of Biblical Pictures in Teaching Children," The 

Bible in Practical Life, pp. 471-476. 
"Art in the Sunday School/' Eeligious Education, vol. 5, 

pp. 271-2, August, 1910. 
DuBois, The Natural Way in Moral Training, Chapter 

IV. 
Noyes, The Enjoyment of Art. 
Puffer, The Psychology of Beauty. 
Caffin, How to Study Pictures. 

The special programs given by this depart- 
ment may use the great masterpieces of re- 
ligious art in connection with the great hymns 
and anthems as a means of deepening religious 
sentiment. The following pictures are appro- 
priate for the Easter season: 

Christ's Entry into Jerusalem, Plockhorst 

The Last Supper, Da Vinci 

Christ in Gethsemane, Hofmann 

Christ Before Pilate, Munkacsy 

The Descent from the Cross, Bub ens 

The Holy Women at the Tomb, Plockhorst 

Peter and John Running to the Sepulcher, Burnard 

Easter Morning, Plockhorst 

The First Easter Dawn, Thomson 

Similar lists could be built up around Christ- 
mas, Thanksgiving and other special days of 
the church year. Beautiful hand-colored stere- 
opticon slides may be purchased or rented from 
Frances Farrar, East Elmira, New York, and 
special day services of song to accompany the 
pictures are published by Clayton F. Summy 
Co., Chicago. 

The religious drama is a powerful instru- 
ment for the development of the emotional na- 
[201] 



THE CHURCH SCHOOL 

ture of adolescent pupils. The high schools are 
increasingly making use of this 
means of discipline. Great histori- 
cal pageants are frequently reproduced in 
which whole communities live over again the 
experiences of an earlier civilization. Great 
religious pageants may profitably be conducted 
by all the churches of a community. The re- 
production of the Passion Play in any com- 
munity would give active emotional expression 
to many young people and afford a multitude 
of spectators an emotional response second 
only to that exerienced by the actual members 
of the cast. 

Local churches often conduct religious 
dramas with great profit to the religious and 
social life of the young people. Sheldon's "In 
His Steps'' has been dramatized for use in 
Young People's Societies. "Queen Esther," 
"Jephtha's Daughter," and other religious 
dramas have been published by A. Flanagan 
Co., Chicago, and Joseph F. Wagner, New 
York. The Pilgrim Press, Boston, publishes 
the following dramas suitable for Junior and 
Intermediate grades : 

The Story of Joseph and His Brethren 

The Story of Jacob 

Moses the Liberator 

Samuel and Saul 

David the King 

The Story of David and Jonathan 

The Story of Solomon 

The Story of Job 

[202] 



INTERMEDIATE DEPARTMENT 

The Story of Elijah 

The Messages of the Prophets 

Nehemiah the Builder 

Paul, the Prisoner of the Lord 

The February, 1914, issue of The School 
Arts Magazine is a special dramatization num- 
ber. Good Housekeeping, March, 1914, vol. 58, 
pp. 331-338, contains a very suggestive article 
on "Making Bible Stories Plain.' ' William 
Beverley Harrison, New York, has issued sev- 
eral biblical dramas. 

Public-school teachers are recognizing the 
importance of directing the home reading of 
adolescent children. In addition to establish- 
ing a standard of English style it 
is essential that pupils be interested 
in the vast field of good literature. The hearts 
of pupils must be won from the trivial by show- 
ing them the greater interest of books of more 
permanent value. 

The National Education Association Com- 
mittee of Seventeen on the Training of High 
School Teachers says: "No teacher ought to 
receive a high school certificate unless he is 
able to recommend stimulating and interesting 
books on subjects as various as astronomy, in- 
ventions, history, animals, literature, adven- 
ture, poetry, flowers, Indians and travel. He 
should know better than his pedagogy, books 
like The Prince and the Pauper, The Jungle 
Booh, The Oregon Trail, Astronomy with an 
Opera Glass, Tenting on the Plains, The Bar 
Sinister, Lives of the Hunted, Hero Tales from 
[203] 



THE CHUECH SCHOOL 

American History, and suitable poetry selected 
from a wide range. Boys and girls have, in 
the majority of cases, decided before leaving 
their teens what the bulk of the reading for the 
rest of their lives shall be; in fact, whether 
they shall read anything except novels. Libra- 
rians say that the majority of all reading is 
done by young people before twenty. The ex- 
periences of the world, its joys and sorrows, 
are bequeathed to us through books. By them, 
Shakespeare, being dead, yet speaketh. Woe 
to the boy or girl who leaves the high school 
without a taste for reading. Every decade or 
so sees the hours of the laborer shortened. 
What shall he do with his spare time! This 
becomes a question of increasing importance. 
The saloon, the pool room and the card table 
will have less attraction for the one whose 
teachers have given him a love for reading. 
The teacher who has not made a study of read- 
ing for adolescence cannot do his best in im- 
planting such a love. Unless he supplements 
this special training each subsequent year of 
his teaching life by reading at the very least 
three adolescent books, he will gradually lose 
both the capacity and the inclination to direct 
the outside reading of his pupils. ' ' Proc. N. E. 
A., 1907, p. 534. 

If, to quote further from this same report, 
"some of the great masters of secondary 
schools have kept pupils marching to the music 
of great ideals until that way of marching be- 
came a habit," how much more emphasis 
[204] 



INTERMEDIATE DEPARTMENT 

should teachers in the church school place on 
this method of forming permanent moral and 
religious character! 

At the close of this chapter there will be 
found a list of literature suitable to the pupils 
of this department and a list of books that will 
be helpful to parents and teachers in directing 
the reading of young people in the Interme- 
diate Department. 

6. Expkessional Activities 

It has been beautifully said that the school 

is a garden of souls and the teacher is a soul 

horticulturist. It may be as truly 

a. In the Home gaid ^^ ^ hQmQ {& ^ ^ ^ 

which the young plant grows, and in its bloom 
it will but show forth the elements which the 
soil contained. 

(1) Normal growth requires a variety of 
wholesome mental and physical activities. At 
the close of this chapter will be found a list of 
books containing things boys and girls can 
make and do, including wholesome games and 
sports. Each child should be kept busy. In ad- 
dition to his plays and games, he should have a 
reasonable amount of real work. The child 
should be held responsible for the faithful per- 
formance of regular tasks. If possible, oppor- 
tunity should be given for the child to earn 
some money at this age, but it must be kept in 
mind that this is still the age of growth and 
development and not the time to sell the child 's 
energy for dollars and cents. 
[205] 



THE CHUECH SCHOOL 

(2) Children should be taught to entertain 
themselves. It is a mistake to plan to amuse 
and entertain children all the time. They may 
easily be trained to entertain themselves with 
books, music, industries, and in social games 
and plays. 

(3) Parents must watch the health of chil- 
dren of this period. The rapid growth of body 
and mind may tax the nervous system and cause 
hysteria and a general nervous breakdown. It 
is a mistake to crowd children too rapidly 
through the high school. High-school children 
should be given plenty of exercise, wholesome 
food and much sleep. The social evenings of 
high-school pupils should be few and the hours 
should be reasonable. Late hours and im- 
proper food cause most of the harm which is 
usually laid at the door of overstudy. Parents 
must remember that their children cannot make 
grades in the high school and in high society 
at the same time. 

(4) There is no substitute for the home 
group. A boys' club which takes a boy away 
from home and teaches him forms of activity 
which he must go away from home to practise, 
is wholly bad. Boys and girls should be taught 
to do things which can be done in the home 
group. Children need to be taught how to live 
in homes. Parents must simplify their busi- 
ness and social duties so that they will have 
time to live with their children. At an earlier 
age they may work for their children, but from 
this age on they must work with them. 

[206] 



INTERMEDIATE DEPARTMENT 

The high-school leaders are just now giving 
serious thought to moral education, vocational 
b. in the guidance and kindred topics. The 

Day school physical training, directed games, 
gymnastic opportunities, manual training and 
domestic science provided by the school must 
be popularized by the church. It is folly for the 
church to establish a gymnasium when the 
public-school gymnasium is adequate to meet 
the needs of the community. By creating pub- 
lic sentiment in favor of these much-needed 
phases of public education, the church is re- 
lieved of much work which can be better done 
under the supervision of professional educa- 
tors. But when the church does undertake any 
work in this field it is a crime against childhood 
to put such work in the hands of untrained vol- 
untary workers who make a farce of the whole 
matter. 

The high school fraternities which have 
been the source of so much trouble in recent 
years * have sprung up largely because the high 
school has organized its work around subjects 
of study, and ignored the social impulses of 
young people. "A school is not a purely in- 
tellectual workshop. It is a community in 
which the emotions are stirred, the imagination 
quickened, ideals of life imparted. Experience 
has shown that a school must address itself to 
the task of influencing conduct and shaping 
character. In order to do this it must have a 

1 Religious Education, vol. 7, No. 2, June, 1912, r>p. 251- 
252. 

[207] 



THE CHURCH SCHOOL 

philosophy implicit in its influence, explicit in 
its course of instruction. ' ' * 

Athletics, oratorical, literary and debating 
clubs, orchestras, musical and dramatic socie- 
ties and high-school publications are, as a rule, 
not well organized, and almost always without 
intelligent supervision. High-school faculties 
are selected with reference to the curriculum, 
and the social and moral situations which arise 
in high-school groups have been left without 
direction. 

At the present time there is no question re- 
ceiving more serious attention from leaders in 
secondary education than that of the social 
and moral life of the students. Dewey, Irving 
King, Scott, Cooley and others have written 
convincing arguments on the subject, and many 
able high-school men have undertaken practical 
experiments which are being watched with 
great interest. 

The Oak Park, Illinois, township high school 
has organized a Parents' and Teachers' Asso- 
ciation which works through three committees 
— educational, social and athletic. The social 
committee plans the various social functions of 
the high school, and much is being done to give 
the students a rich social life, and a fine spirit 
of democracy is being promoted. The educa- 
tional committee provides open meetings calcu- 
lated to create a sentiment for higher educa- 

1 Sadler, M. E., ' ' High Churchmen and the Crisis in English 
Education," Contemporary Review, vol. 98, pp. 257-72, Sep- 
tember, 1910. 

[208] 



INTERMEDIATE DEPARTMENT 

tional ideals, and the athletic committee has 
provided a program of physical culture, com- 
petitive games and sports which includes every 
boy and girl in the school. All this work is 
carefully supervised. 1 

Another evidence that the high-school lead- 
ers are awake to the needs of social cooperation 
in directing the pupils' high school course is 
the tendency to appoint counselors for each 
pupil in the school. Dr. Colin 0. Davis, assist- 
ant professor of education, University of 
Michigan, makes the following recommendation 
to high school teachers: "Time may well be 
taken at the beginning of every school year to 
consult seriously and sympathetically with 
every pupil respecting his aims, ambitions and 
choice of studies. For this purpose, an advi- 
sory committee should be formed for every 
single high-school individual. By this commit- 
tee the curriculum of every pupil should be an- 
alyzed and, if necessary, remodelled." 2 The 
members of this committee, Dr. Davis advises, 
should consist of the following persons : 

(1) The student himself. 

(2) The parents or guardian. 

(3) The pupil's former teacher. 

(4) The prospective teacher. 

(5) The principal of the school. 

The administration of this program will re- 
quire time and patience, but it will go far to- 

1 Hollister, High School Administration, $1.50, D. C. Heath 
& Co., Boston, pp. 197-8. 

2 Johnston, High School Education, p. 88. 

[209] 



THE CHUBCH SCHOOL 

ward giving the pupil the guidance which will 
enable him to develop into an efficient, self- 
controlled member of society. 

In addition to this supervision of the work of 
the individual pupils, there must be wise direc- 
tion of all groups organized for any high-school 
activity. The petty grafts connected with 
class pictures, annuals, pins and other transac- 
tions involving the expenditure of class funds 
will emphasize the need of both direction and 
instruction. 

" Through the activities of a well-regulated 
school, habits of response to moral situations, 
a sense of responsibility and an appreciation 
of the meaning of social interdependence 
should be acquired naturally. Too much em- 
phasis cannot be put on the school as a social 
institution in which preparation for life is tak- 
ing place through all of its actual, concrete re- 
lations and activities. ' ' * 

In addition to the formation of habits of 
moral response from the actual participation 
in the life of the high school and the larger life 
of the community, there is a growing conviction 
that direct, specific moral instruction is also 
needed. Araburgh has pointed out that " train- 
ing which is the result of participation in the 
life, not only of the school but of the larger life 
outside the school, manifests itself in habits 
and characteristic attitudes. These, however, 
do not function unless a stimulus is present, 
and, in conditions that are constantly changing, 

1 Johnston, High School Education, p. 340. 
[210] 



INTERMEDIATE DEPARTMENT 

the original stimulus may be lost." 1 Araburgh 
quotes from Prof. Tufts : ' ' Morality is not all 
habits and emotions. Conscious conduct im- 
plies not only doing the right thing when we 
know it, but finding out the right thing to do. 
Conduct that is mere habit is not real moral 
conduct; 'good habits' need constant revision 
for growing persons and changing society. ' ' 2 

The time for merely debating the pros and 
cons of direct and indirect moral instruction 
has passed. It is now generally agreed that 
some knowledge is necessary in any adequate 
program of moral instruction, and the question 
now turns on the method and content of such 
courses. The following suggested courses are 
worthy of very careful study by all who are 
interested in any phase of adolescent develop- 
ment: 

Araburgh, "Moral Education and Training, with a Sug- 
gested Course of Study," Chapter XVIII, in Johnston, 
High School Education. 

Davis, "Vocational and Moral Guidance in the High 
School," Religious Education, vol. 7, pp. 645-53, Febru- 
ary, 1913. 

Sharp and Neumann, "A Course in Moral Education for 
the High School," Religious Education, vol. 7, pp. 653- 
80, February, 1913. 

Johnson, "The Problems of Boyhood," Biblical World, 
beginning with January, 1914. 

Sharp, Success, A Course of Moral Instruction for the 
High School, Madison, Wis. 

1 Johnston, High School Education, pp. 340-341. 

2 Tufts, J. H., "Is There a Place for Moral Instruction?" 
School Revieiv, vol. 16, p. 476. 

[211] 



THE CHUECH SCHOOL 

(1) Worship. It lias been pointed out in an 
earlier paragraph that religion now becomes 
c. in the subjective instead of objective, 

church school rp]^ mner meaning now bulks large 
and religion becomes more personal than ever 
before. For this reason more symbolism and 
ritual will add to the effectiveness of worship ; 
there should be more class responses and 
prayers, with instruction by way of interpret- 
ing personal religious experience. 

A department assembly is very much to be 
desired, so that the music ; art, ritual and in- 
struction may serve to nurture this feeling of 
the personal presence of God within the soul. 
Private, daily prayers may be encouraged, and 
" quiet hour" leagues may be formed to en- 
courage private devotions. 

The Intermediate children should not be per- 
mitted to lose interest in the regular church 
service. The pastor should each Sunday intro- 
duce into the order of service some response, 
song or prayer which the Intermediate De- 
partment of the church school has prepared for 
the occasion. The young people go to church 
prepared to take a definite part in the program 
of the day. For example, if the congregation 
is asked to join in repeating the Twenty- third 
Psalm, the young people would join heartily in 
the exercise because they had been taught the 
psalm and asked to come prepared to join in 
its repetition during the morning service. 
There should be nothing in the printed order 
of service or in the announcement from the 
[212] 



INTEEMEDIATE DEPAETMENT 

desk which would show the place of the church 
school in these special numbers. 

(2) Classroom Expression. Good teaching 
requires the active interest and response of the 
taught. The teacher has done his work when 
he has occasioned the appropriate response. 
Classes in the Intermediate Department should 
be kept down to twelve or fifteen members, so 
that there can be conference and individual di- 
rection of required expressional work. In 
these grades there will be map drawing, note- 
book work, essays, reports on special topics. 
The classes should be expected to prepare their 
lessons at home and they should be held re- 
sponsible for the character of their work. The 
home should be notified if there is careless or 
indifferent work. To permit disorder, inatten- 
tion and carelessness is immoral and breeds the 
very attributes of character which the church 
school is trying to eradicate. Honesty, faith- 
fulness, accuracy, reverence and respect are 
virtues which must attach to the class work of 
the church school. 

The teachers in this department should su- 
pervise and direct the lesson study period as 
much as possible. The time must soon come 
when a much longer period will be given to the 
period of instruction. If the teacher could 
spend half an hour each Sunday directing the 
study of the lesson there would be much more 
and much better lesson preparation at home. 

The teacher must himself know how to study, 
and he must give expert guidance to his pupils 
[213] 



THE CHUECH SCHOOL 

as they master the same art. It is often time 
wisely used to devote the entire recitation hour 
to a study of the lesson with the pupils. 

The classes in this department should be pro- 
vided with copies of the American Revised Ver- 
sion of the Bible to be used freely in class. 
They should also have maps, tables and ade- 
quate reference books, and pupils should be 
taught how to use them. 

(3) Group Benevolences and Social Life. 
(a) Types of Group Organizations. The first 
organizations which were formed to meet the 
needs of preadolescent and adolescent children 
were the Junior and Intermediate Leagues and 
Christian Endeavor Societies. The program 
for the adult society was diluted and the result 
was a children's prayer meeting. Because of 
the weakness and inadequacy of these societies, 
a large number of organizations have sprung 
up within recent years. Rev. Herbert W. 
Gates * classifies these organizations as follows : 

i. Religious Organizations 
a. Interdenominational 
Knights of King Arthur 
Knights of the Holy Grail 
The Boys' Brigade 
The Modern Knights of St. Paul 
The Pilgrim Fraternity 
The Phi Alpha Pi Fraternity 

1 Gates, ' ' The History, Scope and Success of Organizations 
for Boys and Girls," Beligious Education, vol. 7, pp. 223-235, 
June, 1912. 

[214] 



INTERMEDIATE DEPARTMENT 

Junior and Intermediate Christian En- 
deavor Societies 

Junior and Intermediate Epworth 
Leagues 

The King's Daughters 

The Fecit Club 

And many others 

b. Denominational and Church Organiza- 
tions 

Junior Brotherhood of St. Andrew in 
the Episcopal Church 

Junior Brotherhood of Andrew and 
Philip, in the Reformed and Presby- 
terian churches 

The Knights of Methodism, in the Meth- 
odist Episcopal church 

Junior Brotherhood for Presbyterian 
boys in Chicago 

The Anderson Boy Movement, a com- 
munity organization under the aus- 
pices of the Central Christian Church 
of Anderson, Indiana 

ii. Organizations Not Distinctively Religious 
Boy Scouts 
Camp Fire Girls 
Boy Pioneers 
Woodcraft Indians 
And many others 

This heading might also be made to include 
such movements as the Playgrounds, National 
First Aid Association, United States Volunteer 

[215] 



THE CHUECH SCHOOL 

Life Saving Corps, Humane Societies, St. 
Nicholas' League, etc. 1 

Each of these organizations has its strength 
and its weakness. The Boys' Brigade is mili- 
tary. It makes its appeal through uniforms, 
marching and other military features. The 
Knights of King Arthur seeks to revive the 
nobler side of medieval chivalry. It provides 
for graduation and gives opportunity for out- 
door activities, such as woodcraft and scouting. 
The Pilgrim and Phi Alphi Pi fraternities ap- 
peal to a boy's love for ritual and lofty ideal- 
ism. The Boy Scouts and Camp Fire G-irls 
stress out-door activities and the building of 
sound physical, mental and moral life. The 
Scout law includes twelve points: honor, loy- 
alty, usefulness, friendliness, courtesy, kind- 
ness, obedience, cheerfulness, thrift, courage, 
cleanliness and reverence. The founders seem 
to have labored under the mistaken notion that 
one could teach virtue by rehearsing children in 
a catalogue of virtues. Courage, for example, 
may be immoral if directed toward a non-social 
end ; one may industriously prosecute evil ; for- 
bearance ceases to be a virtue when it tolerates 
evil. Virtue must always be made to involve 
the prosecuting of social ends and purposes. 2 

"With respect to democracy, these societies 

1 For listing of societies of this character, see Votaw, The 
Progress of Moral and Religious Education in the American 
Home, 25c, Keligious Education Association, Chicago. 

2 Coe, "Virtue and the Virtues," Proceedings of N. E. A., 
July, 1911. 

[216] 



INTERMEDIATE DEPARTMENT 

vary from the small secret societies to the large 
democratic or mass organizations. The exclu- 
sive society claims to do an intensive work with 
a small homogeneous group; the mass organ- 
izations claim to raise the general level of the 
multitude. 

It is safe to say that none of these organiza- 
tions should be accepted or condemned in toto. 
In selecting from them all the elements which 
should enter into an organization for a given 
church or community, the following principles 
should be observed : 

Care must be taken not to throw the whole of 
a child's life into the imagery of one of the as- 
pects of life. The Boys' Brigade, for example, 
tends to cause a boy to look upon all the duties 
of life through military glasses. On account of 
a boy's interest in athletics, some teachers try 
to present life as a great game, and one teacher 
has gone so far as to prepare a textbook for 
boys on the life of Christ under the general 
title, "Jesus Christ as the Head Coach"! 
True, life is a game, but it is more than a game, 
and the student must have life presented by 
means of many illustrations. The student has 
many interests, and all of them should be made 
use of in teaching. The society or club which 
crystallizes its teachings within the scope of 
scouts, knights, athletes, etc., will narrow life 
into a limited channel and cause its members to 
see all of life in terms of a single aspect of life. 

Children should rehearse only those tend- 
encies which are to survive in the race. All 
[217] 



THE CHUECH SCHOOL 

other tendencies should drop out through dis- 
use. The prophets of a race select out the tend- 
encies which are to enter into the race of the 
future, and the teachers of the race hand these 
tendencies on to the future through rehearsals. 
There is no peculiar virtue in giving a child 
skill in making birch-bark canoes. When the 
Indian taught his child to make a canoe, he was 
not rehearsing an ancestral tendency; he was 
rehearsing him in an adult Indian activity. The 
present is more interesting than the past. 
Steam launches and modern houses are as in- 
teresting as birch-bark canoes and wigwams. 
The child wants concrete experiences to which 
he can respond. Fairy stories appeal to won- 
der and play instincts, not because of race 
experiences, but because of individual experi- 
ences. 

The child of man is at no time a little animal 
or a little savage. He is at all times a develop- 
ing human being. Education should seek to tie 
native tendencies and impulses to wholesome 
life interests; e. g., reading, music, photog- 
raphy, mechanics, electricity, community indus- 
tries, wholesome games and sports. No tend- 
ency should be indulged to get it out of the 
system. Von Baer's law of recapitulation and 
Aristotle's doctrine of catharsis, which have 
been popularized in America by G. Stanley 
Hall and his disciples, are already, if not obso- 
lete, at least obsolescent, in the field of secular 
education. Practices based upon these dis- 
carded theories still persist in many boys' clubs 

[218] 



INTEBMEDIATE DEPARTMENT 

and girls' guilds. In defending his theories 
Hall says : "It seems a law of psychic develop- 
ment, that more or less evil must be done to 
unloose the higher powers of constraint and 
practice them until they can keep down the 
baser instincts. . . . Faculties and impulses 
which are denied legitimate expression during 
their nascent periods break out well on in adult 
life." (Hall, Adolescence, Yol. II, pp. 83 and 
90.) This is the doctrine of later immunity 
through early indulgence. It is a sort of vacci- 
nation against vice by early participation in it. 
An old Quaker, hearing his son swearing, said : 
"Keep it up, Thomas, keep it up, till thee gets 
it all out of thee. " One can not curse profanity 
out of Ms system, and he cannot get cruelty, 
brutality and animalism out of his system by 
rehearsing racial tendencies. 1 

Care must be taken not to create an extra- 
neous organization or machine which cannot 
be easily sloughed off when it is outgrown. 
The work of the local church is sometimes 
handicapped when its interests conflict with the 
national organization, whose officers, located in 
a distant city, attempt to popularize practices, 
programs and ideals which are not in harmony 
with local needs. It must always be kept in 
mind that the function of any society is to pro- 
mote the welfare of its own members and not to 

1 See Thorndike, Educational Psychology, vol. 1, pp. 275-277; 
Chancellor, Proceedings of N. E. A., 1907, pp. 210-221; Klap- 
per, Principles of Educational Practice, chapter 6, and Hen- 
derson, Text-oooTc in the Principles of Education, chapter 6. 

[219] 



THE CHUECH SCHOOL 

keep intact the machinery of any state or na- 
tional organization, denominational or other- 
wise. There is often great value in affiliation 
with outside organizations, but the veto power 
must rest with the local society. A regular 
system of promotion should pass pupils on 
from society to society just as automatically as 
they go through the grades of the public school. 
Example and imitation are powerful factors 
in the educative process, but both have their 
limitations. The example, being concrete, is of 
necessity limited to time, place and circum- 
stances. It will be Greek, Hebrew, Eoman, 
English, etc. But life will always be bigger 
than any type. MacCunn says, "We outgrow 
types because they are finite, and we are infinite 
in our possibilities." The world needs more 
than an example — it needs a Saviour. A man 
who bases his life solely on an example may be- 
come as narrow as his example. This is true 
even though the type be a social ideal. The at- 
tempt to mould life after some social pattern 
may lead to fanaticism and pedantry. The his- 
toric examples are the Puritans, the Cove- 
nanters, the French of the Renaissance seeking 
Eoman and Greek models. The practice tends 
to sham and insincerity. In such organizations 
as the Knights of the Holy Grail and Knights 
of King Arthur, there is the tendency to play a 
part, to ape and mimic and not to be sincerely 
living the part. These orders require each mem- 
ber to take the name of some knight or hero, 
ancient or modern, and try to emulate his 

[220] 



INTERMEDIATE DEPARTMENT 

knightly virtues. It might be better to include 
the King Arthur stories among the many se- 
lections of heroic literature which are taught 
during this period than to make the King Ar- 
thur imagery color all the interests of the pe- 
riod. The Story Teller's Magazine, Vol. I, 
contains twelve articles showing how the story 
of King Arthur may be presented to children of 
the Junior and Intermediate grades. Those 
who are in charge of organizations based upon 
hero worship — imitation of an example — must 
bear in mind that type must be reinforced by 
precept, and precept must be supplemented by 
the cultivation of a sound moral judgment. 1 

The public school is the chief democratizing 
agency in American life. It is not necessary 
that the church should organize mass clubs for 
the purpose of bringing students into sympa- 
thetic relation to each other. Churches and 
Christian associations often enter into compe- 
tition with the public schools in athletics and 
social center activities. Very often public- 
school gymnasiums are empty because boys' 
secretaries have induced the public-school 
pupils to join athletic classes connected with 
churches and Young Men's Christian Associa- 

1 Students of this subject should consult MacCunn, The Mak- 
ing of Character, chapter 10; Klapper, Principles of Educa- 
tional Practice, chapter 12; McDougal, Social Psychology, 
chapters 3 and 14; Kirkpatrick, Fundamentals of Child Study, 
chapter 8; Home, Psychological Principles of Education, 
chapter 24; Munsterberg, Psychology and the Teacher, chap- 
ter 19; Henderson, Text-book in the Principles of Education, 
chapter 11. 

[221] 



THE CHUECH SCHOOL 

tions. It should be clearly understood that 
boys and girls whose social and physical life 
are being adequately cared for by the home and 
school should not be disturbed by leaders of 
association classes whose chief business it is to 
minister to those who are deprived of such op- 
portunities. 

The ideal organization is a local homogene- 
ous group, having organic connection with the 
church, under the direction of a trained edu- 
cator. The society should include many inter- 
ests, but it should centralize its activity in a 
Bible study class or some other interest defi- 
nitely related to the church or the church 
school. The Sunday session will be entirely 
religious ; the week-day activities will be social, 
industrial, recreational, etc., care being taken 
to have the ideals of the church school dominate 
the life of the week. For the most part, the 
week-day activities will relate the young people 
to the homes of the community, and their ac- 
tivities will be but rehearsals preparing them 
to participate in the actual life of the commu- 
nity in which they are reared. 

a. Tests of Class Activities. The class teach- 
ers will direct the greater portion of the class 
activities through the organized class, but there 
will be special occasions when the department, 
as a department, will participate in types of 
expression which will serve to weld it into a 
unit and standardize and popularize certain 
types of conduct. 

The class expression will be related to the 
[222] 



INTERMEDIATE DEPARTMENT 

topics of study and will be planned to deepen 
and make vital the lessons of the year. The 
following are conditions which should attach to 
all class activities of this department : 

They should be under the direct supervision 
of the class teacher, and so correlated as to fit 
into the general purpose of the year's lessons. 

They should provide for the largest amount 
of student initiative. The class should feel that 
it is their enterprise. 

All class activities affecting the school, such 
as public programs, dinners, etc., should have 
the approval of the Director of Religious Edu- 
cation. 

The work attempted should be in every way 
worth while, and only worthy means should be 
used to achieve the end sought. 

It must be kept in mind that the peculiar as- 
pect of the religion of the early adolescent is 
its inner personal nature. All expressional 
work should serve to deepen this personal as- 
pect of religion. Everything done by the pupils 
must be the real expression of their own de- 
sires and purposes. They should be asked to 
observe cases of need, and allowed to discuss 
freely how and for what their money should go. 
It is not enough to keep a class busy doing 
things. The things they do must be selected 
with reference to the lesson theme of the year 
and with reference to the personal interest 
which the class feels in the object of their ef- 
forts. 

The various problems which are presented to 
[223] 



THE CHURCH SCHOOL 

the class in connection with their expressional 
activities should be made a matter of their 
prayers as well as of their thought and action. 
When a committee from the class feels the ris- 
ing emotion of sympathy, then is the time for 
prayer for the needy and for guidance that they 
may wisely respond to the need. Young people 
actually solving problems can pray real 
prayers. This prayer life must not be neg- 
lected in the zeal for good works. 

b. A List of Class Activities. In Secondary 
Leaflet No. 4, published by the International 
Sunday School Association, the following list 
of activities of Intermediate girls is given to 
show what varied activities are possible for 
classes in this department: 

Rally Day — Took charge of all special day 
programs for school. 

Sent missionary box to Pine Ridge Agency 
Indians for Christmas. 

Sent flowers and plants to sick members and 
to hospital. 

Two "Howling Success' ' socials. 

Two home baking sales. 

Forty-five dollars to Church Basement Fund. 

Five dollars to United Charities, and Helen 
Thompson (fourteen years) elected member 
Board of Directors of United States. 

Gave a splendid dinner and birthday party 
to one of their members who scarcely knew 
what a party was. 

Surprised Mrs. Dickson, their teacher, on her 
birthday and brought two lovely gold spoons. 
[224] 



INTERMEDIATE DEPARTMENT 

Took charge of Deacon's Fund and Book of 
the Presbyterian Church at the request of the 
pastor. 

Subscribed for missionary magazine which 
is used in their fortnightly meetings. 

Subscribed for Executive for their Sunday 
School Superintendent to help him become a 
live wire. 

Subscribed for Mothers' Magazine for all 
their mothers. 

Issued invitations for a splendid Mothers' 
Day service, May 12, had a packed church, gave 
out twenty dozen carnations to ladies, and at 
the close gave a copy of Mothers' Magazine to 
each lady. 

Two dollars to buy food for a poor family. 

Gave a "can social" just before Thanksgiv- 
ing. Received $11.00 and 69 cans of fruit and 
vegetables. The day before Thanksgiving they 
packed 22 baskets. It took five hours' work 
with a dray to make this distribution to 22 
families. The donation included 18 loaves of 
bread, 10 boxes of graham crackers, 3 bushels 
potatoes, 35 cans vegetables, 16 cans fruit, 18 
jellies, 30 pounds rice, 14 pounds coffee, cran- 
berries, 2 baskets assorted fruit, 1 box apples, 
27 chickens, 450 pounds flour, 2 pairs of shoes, 
much warm clothing and one ton of coal. 

Just been placed in touch with Dr. Allen of 
India, and have plans to help her with "waste 
material. ' ' 

Planning more help for missionaries, Mr. 
and Mrs. Johnson of Pine Ridge Agency. 
[225] 



THE CHURCH SCHOOL 

This suggested list of activities is worthy of 
commendation if each item met the six condi- 
tions just enumerated. It seems hardly pos- 
sible that this list could represent the normal 
program of one class for a single year. 

c. Inter-Class and Inter-School Activities. 
Conditions sometimes arise where it seems 
necessary to organize independent groups, 
taken from the various classes, to meet the spe- 
cial needs of pupils. Such are sewing classes 
for certain types of girls, classes in personal 
hygiene for certain groups of factory or shop 
boys and girls, athletic groups for office or 
working children who do not enjoy the public 
school facilities. All such groups should be in 
charge of the superintendent of the department 
under the general supervision of the Director 
of Eeligious Education. All inter-school ac- 
tivities, such as participation in athletic 
leagues, union services, and community picnics 
should be in charge of the Director of Eeligious 
Education. 

7. Okganization 

a. Departmental superintendent. This offi- 
cer shall have general charge of the department 
with power to supervise the devotion, instruc- 
tion and social and expressional life of the 
classes within the department. 

b. Secretaries 

c. Music leaders 

d. Teachers. The classes in this department 
will usually consist of classes of boys with men 

[226] 



INTEEMEDIATE DEPARTMENT 

teachers and classes of girls with women teach- 
ers, though there will occasionally be mixed 
classes, and frequently men will teach girls' 
classes and women will teach boys ' classes. The 
question of efficiency will always come before 
that of sex. 

e. Officers of organized classes 

f. Director of boys' and girls' work. In 
large schools it may be found necessary to em- 
ploy special directors to supervise the group 
activities of the boys and girls. In such cases 
these officers will work under the direction of 
the superintendent of the department. 

The department should meet as a unit for in- 
struction and very much of its expressional life, 
being divided into boys' and girls' divisions 
for just those activities which can best be man- 
aged in segregated groups. 

The work of the Intermediate Societies now 
conducted by separate organizations, and the 
various boys' clubs and girls' guilds, etc., can 
all be done more effectively under the manage- 
ment of the departmental school. Such an or- 
ganization enables the church school to control 
the expressional activity of its pupils during 
the critical adolescent years. 

The superintendent of this department 
should have general direction of all the work of 
the department. The work of each class and 
each organization maintained by the depart- 
ment should be planned in detail and each 
teacher should be given definite and explicit in- 
struction regarding his particular work in or- 

[227] 



THE CHURCH SCHOOL 

der that there may be unity in the work of the 
department. Each teacher's work should be 
outlined by weeks and detailed references 
should be given to sources of information on 
the various topics included in the lesson. The 
superintendent's plan book should contain the 
program for the departmental assembly, the 
general plan of each lesson in each of the four 
years, and a schedule of the activities of the 
various classes. 

Teachers' meetings should be held weekly 
for the planning of each week's work and for 
the study of books dealing with the work of the 
department. 

The problem of new and supply teachers may 
be solved by the plan of cadets discussed in the 
previous chapter. The department superin- 
tendent must give careful attention to the train- 
ing of these cadets. Their observation work 
should be directed and their reading super- 
vised. 

In order that the department superintendent 
may keep in touch with the work of each 
teacher, each of them should be asked to hand 
in a weekly report setting forth the facts in- 
dicated on the following form. 

TEACHER'S LESSON OUTLINE 
Church of Christ, Hedrick, Iowa 

Class Teacher 

Date Hours of Preparation 

Department Lesson Number 

Year Eoll Call Offering 

Aim of the Year 

[228] 



INTERMEDIATE DEPARTMENT 

General Subject 

Theme of the Lesson 

Aim of this lesson 

Outline used by teacher in presenting this lesson . . . 



{Use Roman figures to refer to main points; 
Arabic for sub-heads. Hand this report to the 
department superintendent at the close of the 
lesson period.) 

Requiring this definite information each 
week in writing cultivates in the teachers the 
habit of careful arid detailed preparation. This 
plan has been successfully carried out in small 
and large schools. The teachers like it. They 
grow when they are supervised, and they wel- 
come helpful supervision. Department super- 
intendents will be surprised when they learn 
how many hours some of their teachers give to 
lesson preparation. The outlines of the weekly 
lessons submitted by the teachers will serve as 
a basis of helpful criticism in methods of plan- 
ning and presenting the lessons of the depart- 
ment. 

8. Equipment 

It is not within the scope of this book to dis- 
cuss in detail the housing of the church school. 
It is enough to say that the modern church 

[229] 






THE CHUECH SCHOOL 

school will demand a new type of church 
architecture. The church school must be or- 
ganized and equipped as a school, and at the 
same time it must be so related to the church 
itself as to make it in reality, as well as in 
name, a church school. 

It is possible to meet every demand of the 
educator and yet preserve the peculiar sesthetic 
qualities demanded by church architecture. 
One of the best discussions of this subject is 
found in chapter II of W. W. Smith's "The 
Sunday School of To-day.' ? The chapter is 
written by Mr. Charles W. Stoughton. The il- 
lustrations and the discussion combine to make 
a convincing argument for the newer type of 
church architecture. Building committees 
should have access to the following practical 
books on church and school architecture : 

Lawrance, Rousing the Sunday School, $2.00. Presby- 
terian Board of Publication, Philadelphia. Valuable for 
its historical treatment. 

Moore, The School House, $2.00. Published by the author, 
Joseph A. Moore, State Inspector of Public Buildings, 
Boston. 

Burrage and Bailey, School Sanitation and Decoration, 
$1.50. D. C. Heath & Co., Boston. 

Shaw, School Hygiene, $1.00. The Macmillan Co., New 
York. 

Among the architects who are standing for 
the best in church and school architecture are 
Maurer & Mills, Cleveland, Ohio, and Stratton 
& Stratton, New York City. 

The detailed equipment of the Intermediate 
Department should include these items : 
[230] 



INTERMEDIATE DEPARTMENT 

a. A department assembly room. The work 
of this department cannot be effectively done 
without a period of real and reverent worship 
suited to the needs of early adolescence. This 
requires a separate assembly room. The room 
should be beautiful, well lighted and church- 
like, so that the atmosphere of worship will be 
easily secured. 

b. Separate classrooms. These rooms should 
be beautiful, artistically decorated and scrupu- 
lously clean. The windows should be of clear 
glass and so arranged that the light will enter 
from the rear or left of the pupils. It must be 
kept in mind that these are schoolrooms. Ven- 
tilation of separate classrooms is a difficult but 
important matter. The working rule for public 
schools is: for each pupil in a room there 
should be three square feet of window space; 
fifteen square feet of floor space ; 200 cubic feet 
of air space, and the air should be changed ev- 
ery seven minutes. Even greater care should 
be taken of the classrooms of the church school. 

c. Well-chosen pictures on the classroom 
walls. Chapter VII in Burr age and Bailey, 
"School Sanitation and Decoration, ' ' gives 
helpful suggestions on framing and hanging 
pictures. 

d. Adequate blackboard space. The black- 
board is essential to good teaching, and no 
classroom should be without one. When black- 
boards are built in the walls, they should be 
three feet high in the lower grades and three 
and a half to four feet high in the upper grades. 

[231] 



THE CHURCH SCHOOL 

In the Beginners ' and Primary Departments 
they should be set two feet four inches above 
the floor, and in the Junior and Intermediate 
Departments three feet above the floor. A 
chalk and eraser receiver should be placed be- 
low the blackboard. The blackboards and chalk 
trays should be cleaned after each session of 
the school. 

e. Bookcases for reference books and cabi- 
net for supplies. The material used by the 
class must be properly classified, and always 
kept clean and in order. 

f. American Revised Bibles for class use. 

g. Work tables for map drawing and hand 
work, with chairs to match. The color of both 
should fit into the color scheme of the room.. 
The Moulthrop combination chair and desk is 4 
to be preferred to tables and separate chairs. 

h. Stereographs and stereoscopes, maps, 
charts and models. A classified list of these 
supplies is given in Chapter VII. Most of this 
material is adapted to the needs of this depart- 
ment. 

9. Pkogeam 

The program for the exercises of this depart- 
ment should consist of three parts, as follows : 

a. A period of real and reverent worship. 
There is great value in having high-school boys 

a. Period of and £ irls # P ra y and sin £ together, 
worship The service should be suited to the 

experiences and needs of young people of high- 
school age, and there must be absolutely no af- 

[232 1 



INTERMEDIATE DEPARTMENT 

fectation or sham about the service. Sincerity 
and worth-whileness must stamp the entire ex- 
ercise. The atmosphere of reverence should be 
created and maintained. All who attend should 
be expected to participate in the service. The 
class teachers should be in this service, leading 
and giving direction to the program. All tend- 
encies toward disorder should be immediately 
suppressed. Tact and courtesy must be com- 
bined with firmness. 

This part of the service is not for the purpose 
of entertaining children. It is conducted for 
the purpose of leading children in sincere and 
reverent worship of God. The following order 
of service is suggested: 

(1) Voluntary 

(2) Department announcements and reports. 
All business should be out of the way before 
the worship service begins. 

(3) Song 

(4) Offertory. The pupils of this depart- 
ment should be provided with collection enve- 
lopes like those used at the regular church 
services. This is their contribution toward 
the regular expenses of the church. Emphasis 
should be placed on regularity of giving rather 
than on the amount given. The purpose is not 
to raise money to pay the expenses of the 
church school; it is to teach young people to 
contribute regularly toward the expenses of 
their school and church. 

(5) Song 

[233] 



THE CHURCH SCHOOL 

(6) Brief address, responses from classes, or 
special music prepared for the occasion 

(7) Song 

(8) Brief closing prayer by leader or school. 
Classes now march quietly to their classrooms. 1 

b. A period of instruction in Christian knowl- 
edge. The Bible is the textbook for this period, 
b. Period of an d the school should own enough 
instruction copies of the American Revised 
Version of the Bible to supply each pupil with 
a copy for class use. These Bibles should be 
kept in the classrooms. There is no virtue in 
children carrying their Bibles to and from the 
church school; the virtue is in the use of the 
Bibles in the class, and in the study of their own 
Bibles at home. 

The following order of exercise is suggested 
for the class study period : 

(1) Boll call 

(2) Class announcements and class reports. 
This should be brief. No class business should 
be done during this period. Class business 
meetings may be held on week-day evenings. 

(3) A brief prayer creating the proper at- 
mosphere for the reverent study of God's 
Word. 

(4) The teaching of the day's lesson. Not a 
single minute should be taken to discuss week- 
day activities, athletics, " hikes," parties, etc. 
The teacher should go at once to the lesson. 

1 See Winchester, Worship and Song, and Shepardson and 
Jones, Scripture and Song in Worship for suggestive orders of 
service for this department. 

[234] 



INTERMEDIATE DEPARTMENT 

The class must be held together by the content 
of the lesson, not by class organization or other 
external bands. The lesson itself must be made 
worth while, and the interest in subject matter 
must be such that pupils will return from Sun- 
day to Sunday because they get value received 
for their time and energy within the class. The 
chief incentive for class attendance must be a 
lesson well taught. Class organization has its 
place, but it is a minor place. This being true, 
the teacher must be provided with adequate il- 
lustrative material to make the lesson vivid and 
concrete. These same pupils are studying an- 
cient history in the high schools under college- 
trained teachers who have adequate library 
equipment ; if they are ever to learn Jewish his- 
tory they must learn it now under teachers who 
know their subject matter thoroughly and who 
know how to teach it with power and how to re- 
late biblical history to the history which is be- 
ing learned in the public school. What we need 
is trains within the classroom, not bands 
around the class. We must ask for prepared 
teachers and demand that students study their 
Bible lesson as they study their lessons for the 
public school. 

(5) Brief closing prayer by teacher or class 
c. A period of training in and for Christian 
service. The group benevolences discussed un- 
c. Period of der the topic ' ' Expressional Activ- 
Expression ities " in this chapter have their 
place in the Sunday program of the church 
school. In addition to this expressional work, 
[235] 



THE CHURCH SCHOOL 

this period may be used to teach the students 
the history and meaning of the great church 
hymns, to create an intelligent appreciation for 
the great religious masterpieces and to explain 
the significance of the ordinances and ritual 
of the church. 

It is desirable that these three periods be 
united into one exercise of from one hour and a 
half to two hours. Allowing one hour and a 
half for the church school, the Sunday morning 
program of Intermediate pupils would be as 
follows : 
9 : 30- 9 : 50 — Departmental worship 
9 : 50-10 : 20 — Period of instruction 
10 : 20-10 : 50 — Period of expressional work 
10 : 50-11 : 00— Recess 

11 : 00-12 : 00 or 12 : 15 — Regular church service 
The third part of this program will take the 
place of the Intermediate Societies which now 
meet under separate management. There may 
be special midweek meetings of the classes for 
various purposes, but the department will sel- 
dom need to call an extra assembly. 

CLASSIFIED BOOK LISTS FOR THE 
INTERMEDIATE DEPARTMENT 

1. Refeeefce Books eoe Iistteemediate 

Teachees 

Teachers' texts of all graded courses 

Mark, The Unfolding of Personality, $1.00. University of 

Chicago Press, Chicago. 
Bagley, Classroom Management, *$1.25. The Macmillan 

Co., New York. 

[236] 






INTERMEDIATE DEPARTMENT 

Hall, From Youth into Manhood, 50c. Association Press, 

New York. 
Slattery, The Girl in Her Teens, *50c. The Pilgrim Press, 

Boston, Mass. 
Hastings, Dictionary of the Bible, $5.00. Charles Scrib- 
ner's Sons, New York. 
Kent, History of the Hebrew People, (two volumes), $1.25 

each, History of the Jewish People, $1.25. Charles 

Scribner's Sons, New York. 
Stewart, The Land of Israel, $1.25. Fleming H. Revell 

Co., New York. 
Calkin, Historical Geography of Bible Lands, *$1.00. 

Presbyterian Board of Publication, Philadelphia. 
Mackie, Bible Manners and Customs, 75c. Fleming H. 

Revell Co., New York. 
Chamberlin, The Hebrew Prophets, *$1.00. University of 

Chicago Press, Chicago. 
Sisson, The Essentials of Character, *$1.00. The Mac- 

millan Co., New York. 
Sanday, Outlines of the Life of Christ, 50c. Charles Scrib- 
ner's Sons, New York. 
Singleton, Great Pictures Described by Great Writers, 

$1.60. Dodd, Mead & Co., New York. 
Shepardson and others, Scripture and Song in Worship, 

*40c. University of Chicago Press, Chicago. 
Mathews, A History of New Testament Times in Palestine, 

*$1.00. The Macmillan Co., New York. 
Seignobos, History of Ancient Civilization, *$1.25. Charles 

Scribner's Sons, New York. 
Paton, Jerusalem in Bible Times, *$1.00. University of 

Chicago Press, Chicago. 



2. Books foe Parents of Intermediate Boys 
and Girls 

Coe, Education in Religion and Morals, *$1.35. Fleming 
H. Revell Co., New York. 

MacCunn, The Making of Character, *$1.25. The Mac- 
millan Co., New York. 

[237] 



THE CHUECH SCHOOL 

Jordan, The Crown of Individuality, *$1.00. Fleming H. 

Revell Co., New York. 
Reisner, Social Plans for Young People, *75c. Methodist 

Book Concern, New York. 
Latimer, Girl and Woman, $1.50. D. Appleton & Co., 

New York. 
Zenner, Education in Sexual Physiology and Hygiene, 

*$1.00. Stewart & Kidd Co., Cincinnati, Ohio. 
Galloway, Biology of Sex for Parents and Teachers, 75c. 

D. C. Heath & Co., Boston. 

3. Books for Intermediate Boys and Girls 

Cabot, Everyday Ethics, $1.25. Henrv Holt & Co., New 

York. 
Everett, Ethics for Young People, *50c. Ginn & Co., 

Boston. 
Gulick, The Efficient Life, *$1.20. Doubleday, Page & Co., 

Garden City, N. Y. 
Jenks, Life Questions of High School Boys, 40c. Asso- 
ciation Press, New York. 
Larned, A Primer of Right and Wrong, *70c. Houghton, 

Mifflin Co., Boston. 
Munger, On the Threshold, $1.00. Houghton, Mifflin Co., 

Boston. 
Parton, Captains of Industry, or Men of Business Who 

Did Something Besides Making Money, 2 volumes, $1.25 

each. Houghton, Mifflin Co., Boston. 
Phillips, Old Tales and Modern Ideals, *$1.00. Silver, 

Burdett & Co., New York. 
Sharp, Success : A Course in Moral Instruction for the 

High School, Gratis University of Wisconsin, Madison, 

Wis. 
Smiles, Self Help, *60c. American Book Co., New York. 
Wingate, What Shall Our Boys Bo for a Living? *$1.00. 

Doubleday, Page & Co., Garden City, N. Y. 
Conwell, Manhood's Morning, *$1.00. Vir Publishing Co., 

Philadelphia. 
Caffin, A Guide to Pictures, *$1.25. Doubleday, Page & 

Co., Garden City, N. Y. 

I 238 ] 



INTERMEDIATE DEPARTMENT 

Mason, A Guide to Music, *$1.25. Doubleday, Page & Co., 

Garden City, N. Y. 
Hamlin, Pictures from English Literature, *60c. Educa- 
tional Publishing Co., Chicago. 
Home and Scobey, Stories of Great Artists, *40c. Ameri- 
can Book Co., New York. 
Scobey and Home, Stories of Great Musicians, *40c. 

American Book Co., New York. 
Cody, The World's Great Orations, *$1.00. A. C. McClurg 

& Co., Chicago. 
Harding, Greek Gods, Heroes and Men, *50c. Scott, 

Foresman & Co., Chicago. 
Guerber, Story of the Greeks, *60c. American Book Co., 

New York. 
Guerber, Myths of Greece and Borne, *$1.50. American 

Book Co., New York. 
Hall, Men of Old Greece, $1.50. Little, Brown & Co., 

Boston. 
Guerber, Legends of the Bhine, *$1.50. A. S. Barnes & 

Co., New York. 
Tappan, In the Days of Alfred the Great, $1.00. Lothrop, 

Lee & Shepard Co., Boston. 
Brooks, The Story of the Mneid, $1.00. Penn Publishing 

Co., Philadelphia. 
Brooks, The Story of the Iliad, $1.00. Penn Publishing 

Co., Philadelphia. 
Brooks, The Story of King Arthur, $1.00. Penn Publish- 
ing Co., Philadelphia. 
Brooks, The Story of Siegfried, $1.00. Penn Publishing 

Co., Philadelphia. 
Parkman, The Oregon Trail, $1.00. Little, Brown & Co., 

Boston. 
Johnston, The Private Life of the Bomans, *$1.50. Scott, 

Foresman & Co., Chicago. 
Dale, Heroes and Greathearts, and Their Animal Friends, 

60c. D. C. Heath & Co., Boston. 
Parkman, The Struggle for a Continent, *$1.50. Little, 

Brown & Co., Boston. 
Johnson, The World's Discoverers, $1.50. Little, Brown & 

Co., Boston. 

[239] 



THE CHURCH SCHOOL 

Johnson, The French Pathfinders in North America, $1.50. 
Little, Brown & Co., Boston. 

Brooks, The Story of the Nineteenth Century, $1.50. Loth- 
rop, Lee & Shepard Co., Boston. 

Morse, (pamphlets) Basket Making, Three Hundred De- 
signs for Bead Work, Embroidery, Venetian Iron Work, 
Pyrography and Flemish Carving, Bead Work, Chip 
Carving, 25c. each. Artcraft Institute, Chicago. 

Miller, (pamphlet) The Construction and Flying of 
Kites, 20c. Manual Arts Press, Peoria, 111. 

Windsor, Mission Furniture; How to Make It; 2 parts, 
25c. each. Popular Mechanics Co., Chicago. 

Hall, The Young Electrician, *$1.50. The Macmillan Co., 
New York. 

Miller, Outdoor Sports and Games; Archer, Needlecraft; 
Woodhull, Electricity and Its Everyday Uses; Hodgson, 
Mechanics Indoors and Out; Foster, Carpentry and 
Woodwork; Sleffel, Working in Metals; Gilman, House- 
keeping; Warner, Home Decoration in Children's Li- 
brary of Work and Play, 10 volumes, $17.50. Double- 
day, Page & Co., Garden City, N. Y. 

Howden, The Boys' Book of Locomotives, $1.75. Frederick 
A. Stokes Co., New York. 

Beard, The Outdoor Handy Book, $2.00. Charles Scrib- 
ner's Sons, New York. 

Three Hundred Things a Bright Boy Can Do, *$2.00. J. B. 
Lippincott Co., Philadelphia. 

Kelley, Three Hundred Things a Bright Girl Can Do, 
$1.75. Dana, Estes & Co., Boston. 

Beard, The American Boy's Handy Book, $2.00. Charles 
Scribner's Sons, New York. 

Collins, The Boys' Book of Model Aeroplanes, **$1.20. 
Century Co., New York. 

Beard, Recreation for Girls, $2.00. Charles Scribner's 
Sons, New York. 

Beard, The Field and Forest Handy Book, $2.00. Charles 
Scribner's Sons, New York. 

Beard, Things Worth Doing and How to Do Them, $2.00. 
Charles Scribner's Sons, New York. 

[240] 



INTERMEDIATE DEPARTMENT 

Walton, A Hermit's Wild Friends, $2.00. Dana, Estes & 

Co., Boston. 
Brearley, Animal Secrets Told, $1.50. Frederick A. Stokes 

Co., New York. 
Laughter, Operators' Wireless Telegraph and Telephone 

Hand-Book, $1.00. F. J. Drake & Co., Chicago. 
Sabin, Bar B Boys, or The Young Cow Punchers, $1.50. 

T. Y. Crowell Co., New York. 
Sabin, Circle K, or Fighting for the Flock, $1.50. T. Y. 

Crowell Co., New York. 
Sabin, Bange and Trail, or The Bar B's Great Drive, 

$1.50. T. Y. Crowell Co., New York. 
Martin, The Friendly Stars, *$1.25. Harper & Brothers, 

New York. 
Blanchan, Nature's Garden (Wild Flowers), *$3.00. 

Doubleday, Page & Co., Garden City, N. Y. 

(For listing of classics which should be taught to Inter- 
mediate students, see Proceedings of N. E. A., 1899, pp. 
484-487.) 

4. Books Helpful to Teacheks in Recommend- 
ing Suitable Reading to Inteemediate 
Pupils 

Hewins, Books for Boys and Girls, 15c. American Li- 
brary Association, Boston. 

Children's Reading: A catalogue compiled for the home 
libraries and reading clubs conducted by the children's 
department of the Carnegie Library of Pittsburgh, 25c. 
Carnegie Library, Pittsburgh. 

Field, Fingerposts to Children's Reading, *$1.00. A. C. 
McClurg & Co., Chicago. 

Colby, Literature and Life in School, *$1.25. Houghton, 
Mifflin Co., Boston. 

Griswold, A Descriptive List of Books for the Young. W. 
M. Griswold, publisher, Cambridge, Mass. 

Hanna, "One Hundred Books of Unqualified Value for 
High School Students to Read," Proceedings N. E. A., 
1899, pp. 486-487. 

[241] 



THE CHUECH SCHOOL 

Abbott, "The Reading Tastes of High School Pupils," 

School Review, vol. 10, pp. 585-600, October, 1902. 
Aley, "Books and High School Pupils," Proceedings N. E. 

A., 1909, pp. 844-48. 
Dorey, "What Are High-School Pupils Reading?" School 

Review, vol. 15, pp. 299-301, April, 1907. 
Matthews, Brander, "Books and Boys," Independent, vol. 

67, pp. 1117-19, November 18, 1909. 
Stearns, "The Problem of the Girl," Library Journal, 1906, 

vol. 31, p. 103. 

5. Eeligious Akt eoe Inteemediate Geades 

Man with a Hoe, Millet 

Christ in Gethsemane, Hofmann 

Apollo Belvidere, Head 

Moses, Michelangelo 

St. Mark's Cathedral, Venice 

The Assumption of the Virgin, Titian 

Mona Lisa, Da Vinci 

The Dance of the Nymphs, Corot 

Sir Galahad, Watts 

Christ and the Rich Young Ruler, Hofmann 

The Last Supper, Da Vinci 

The Angelus, Millet 

Frieze of the Prophets, Sargent 

Delphic Sibyl, Michelangelo 

Angels, Forli 

The Soul's Awakening, Sant 

Breaking Home Ties, Hovenden 

The Appian Way 

Roman Forum 

Acropolis and Parthenon 

Isle of Philae and Pharaoh's Bed 

Pantheon 

Sphinx and Pyramids 

Mosque of Omar, Jerusalem 

Panoramic View of Jerusalem 

[242] 



INTERMEDIATE DEPARTMENT 

6. Aet Companies feom Which Repkoductions 
May be Obtained 

Publishers of one, two and five cent pictures: 

Perry Pictures Co., Maiden, Mass. 

George P. Brown & Co., Beverly, Mass. 

W. A. Wilde Co., Boston, Mass. 
Publishers of larger pictures: 

Cosmos Picture Co., 119 W. 25th St., New York, N. Y. 

Manz Engraving Co., Chicago, 111. 

Scharf Brothers, 1547 E. 57th St., Chicago, 111. 

A. W. Elson & Co., 146 Oliver St., Boston, Mass. 

Braum & Co., 256 Fifth Ave., New York, N. Y. 

Berlin Photographic Co., 14 E. 23rd St., New York, N. Y. 



[243] 



CHAPTER IX 
THE SENIOR DEPARTMENT 

1. Scope 

This department includes young people 
seventeen, eighteen, nineteen and twenty years 
of age. 

2. The Nature of Senior Pupils 

The first two years of the Senior Department 
cover the period of middle adolescence, when 
the emotional nature is at white heat; the sec- 
ond two years cover the first third of the period 
of later adolescence, at which time occurs the 
reconstruction of one's thought system. 

Physical growth ceases in the early part of 
this period and the physical energy is set loose 
for labor. These are the years when the 
trained athlete is at his best. Likewise intellec- 
tual energy is set free and the reason and the 
will are intensely active. The list of great 
youths given by Conwell 1 shows the genius 
which is potential in the young men and women 
of this age. 

3. Determining Factors in the Senior Years 

The conversions at the beginning of this pe- 
riod are of the emotional type, while those at 

1 Manhood's Morning, chapter 3. 
[244] 



SENIOR DEPARTMENT 

the close of the period are of the practical 
type, who have either reasoned 
Line in ( away their doubts or who have 
concluded that they need religion 
as a part of their equipment for a successful 
life. 

The cases of conversion studied by Coe, 
Starbuck and Hall show that the last prominent 
wave of conversion comes at twenty. Only one- 
sixth of the conversions come after that age, 
and a careful student has stated that the 
chances are a thousand to one against conver- 
sion after thirty. Every energy of the church 
should be directed toward securing a consecra- 
tion of the life to God before the close of the 
Senior period. A failure to convert the young 
person at this time is practically to give up 
hope of ever again arousing an interest in per- 
sonal religion — the heart is hardened, the die is 
cast and a life is lost to God. 

This is the period when emotion becomes 
sentiment. It is the time of romance. Attrac- 
b a Time ^ on ^ or ^ e opposite sex now causes 
sentiment and interest s in dress, etiquette, and the 
graces of polite society to develop. 
This is the time to awaken the nobler senti- 
ments of patriotism and religion. Lest the 
child go through life emotionally maimed and 
crippled, cold, dull, and emotionally unrespon- 
sive, the period should not be allowed to pass 
without awakening the deepest sentiments and 
letting them find expression in song, art appre- 
ciation, literature, the drama, and reverent 
[245] 



THE CHUECH SCHOOL 

worship, care being taken not to produce mor- 
bidness by over- stimulation. 

The religious nature is enriched by the culti- 
vation of the human affections, and the church 
can well afford to direct its energies to creating 
those conditions which favor normal love-mak- 
ing and mating. The instinct to found a home 
and live for one 's family is sacred, and the care 
and interest of the church should be round 
about the youth at the mating time, safeguard- 
ing them from danger and cultivating the high- 
est ideals of marriage, home and parenthood. 
Every new home established should have 
the benediction of the church and the new 
family should be received into the warm 
and loving fellowship of the homes in the 
congregation. 

The proverbial "wild oats" period comes at 
the close of the Senior period. Physical growth 
c. The Period stops at seventeen or eighteen and 
of 'wild oats" fag energy which has been engaged 
in building the body is now liberated and is 
"free energy" demanding something to do. It 
should be harnessed to a load — given some 
work to do. If left without direction it may 
seek expression in non-social and illegitimate 
directions. The sowing of wild oats is not a 
normal or instinctive mode of living the later 
adolescent years. Society owes it to itself and 
to the youth to give them wise direction during 
these years. The movement toward vocational 
guidance is one of the signs that the youth of 
the future will not be left to have his " fling' ' 
[246] 



SENIOR DEPARTMENT 

with passion and undirected physical and men- 
tal energy. 

In the very midst of his craving for a wider 
and richer social life, there arises a desire for 
a more definite and specialized in- 
d^seiection dividual life, and from the many 
concentration interests of early adolescence the 
individual now selects those to which he is to 
give his personal energy. He selects a calling, 
and in doing so recognizes his own individual 
independence of choice and at the same time 
recognizes his relation to society. In select- 
ing his own calling, mode of life, attitude 
toward social institutions, etc., divergences 
appear, and it is this difference between 
individuals which is an important characteris- 
tic of the period from the standpoint of the ed- 
ucator. It suggests at once that the group 
method of handling young people must be modi- 
fied to allow for individual freedom and choice. 

For a very large percentage of young people, 
this period is the time of transition from eco- 
e . Breaking nomic dependence to self-support. 
Home Ties Many leave home and establish new 
associations; many who still remain at home 
begin to pay toward the upkeep of the home as 
soon as they become wage-earners, and this 
brings with it a sense of independence. Many 
young people who do not go to work are sent to 
college, and find themselves cut loose from old 
anchorages just when the temptations of life 
are most subtle and most numerous. 

Continuation schools will delay the time of 

[247] 



THE CHURCH SCHOOL 

departure for college, the institutional church 
may give a better substitute for home life than 
clubs and fraternities, but both the church and 
the state must devise ways and means of saving 
the young from the dangers of moral and spir- 
itual death when they are transplanted into the 
stony soil of economic life. 

The special dangers to religion because of 
these conditions are : 

Loss of connection with religious agencies 
because of new environment. 

Absorption in new work. 

Financial success which tends to destroy a 
sense of the need of God. 

The influence of non-religious companions. 

The growing tendency to doubt. 

The dividing of interests with many other 
clubs, societies, etc., which demand portions of 
the young people's time. 

The church must overcome all these unfavor- 
able influences and make sure that the young 
people do not lose their God by forgetting him. 

The closing years of the Senior period are 
usually marked by a period of doubt. The age 
f. The Period °f independent thinking has come, 
of Doubt rpj^ s ^ g j.^ e ^ me £ deliberation, re- 

flection and analysis. Few have very serious 
religious difficulties, but some of the more ra- 
tionally minded have serious struggles with 
their faith. There are two methods of han- 
dling the doubts of this period. 

First, engage the doubter in active service 
for humanity, and make sure that his moral 

[248] 



SENIOR DEPARTMENT 

conduct is not broken down by his doubts. 
Keep up the social groups and throw around 
the doubter a wall of those who have faith. 

Second, meet the doubter's questions frankly 
and honestly — do not dodge or hedge. Instead 
of trying to meet each detail of argument, open 
up the horizon and reveal whole realms of truth 
which had been before unknown to the doubter. 
Enlarge his vision and discuss with him the 
fundamental truths of life. The doubt proba- 
bly arose because he failed to find reality where 
he had been told it was. This wider outlook 
will enable him to discover reality again in a 
new and bigger world. The antidote of doubt 
is instruction given by a teacher who has a per- 
sonal sympathy for the doubter. Teachers of 
Senior pupils must drink deeply at the fountain 
of knowledge and be much at the "throne of 
grace ' ' that they may be prepared in mind and 
heart to meet the needs of the young men and 
women who come to them asking that their 
doubts be solved. 

4. The Nature of the Senior Curriculum 

The material for the first two years must be 
selected with a view to deepening religious 
a. First two sentiment. The fatherhood of God 
Years an( j ftie brotherhood of man must 

be stressed during these years. 

The great love stories of the Bible have their 
place here. This will include the stories of Ruth 
and Esther, David and Jonathan, and above all 
the great love story of Jesus Christ. The inner 

[249] 



THE CHUECH SCHOOL 

side of these lives must be presented. The in- 
terest now is in sacrifice and service for others. 
Missionary biography and adventure also have 
their place in these years, as do stories of men 
and women in history who have lost their lives 
in service for others. 

The course would logically follow some such 
order as the following: 

(1) The great love stories of the Bible, de- 
signed to deepen religious sentiment, the two 
great thoughts being the fatherhood of God and 
the brotherhood of man. 

(2) Missionary biography, showing how men 
and women have carried the message of Christ 
to the uttermost parts of the earth. 

(3) Lives of men and women in history and 
in our own time who have lost their lives for 
others. 

(4) These studies lead naturally to the great 
personal question, "In what occuption or pro- 
fession may I best lose my life for others?" 
This leads to a study of the world as a field for 
service to humanity through the various trades 
and professions. 

These years are marked by reflectiveness 
and sober judgment. The student is assuming 
b. second Two the duties of citizenship and facing 
Years the problems of self-support. The 

need of the period is the cultivation of a wider 
outlook on life, that conclusions may not be 
reached with too narrow a background. In re- 
ligious matters there is need of a more com- 
prehensive view of religious history and the 

[250] 



SENIOR DEPARTMENT 

broad philosophy of Christianity. In breadth 
of vision there will come the resolution of 
doubts born of a limited experience. 

The topics of study for these years should 
include the following: 

(1) History of Israel. 

(2) History of the Christian Church. 

(3) History of World's Great Religions. 

(4) Missionary History and Biography. 

(5) Social Teachings of Jesus and the Social 
Problems of the Modern Church. 

(6) Church Doctrine. 

Because of the variety of interests and needs 
of the young men and women of middle ado- 
lescence there should be offered as many elec- 
tive courses as there is a real demand for, pro- 
vided, of course, that competent teachers are at 
hand. In addition to the graded courses pre- 
pared for this department there is a rich field 
of literature suited to the Senior period. The 
book list at the end of this chapter suggests the 
wide range of electives available. 

The courses in music and art discussed in 
chapter VII should be continued in this depart- 
ment. " Hymns of Worship and Praise,' ' and 
"In Excelsis" (Century Company) are suited 
to these grades. Many of the great songs of 
brotherly love may be found in "Fellowship 
Hymns" Association Press, New York). The 
great missionary hymns should be sung and re- 
sung. Songs of deep consecration and lofty 
idealism, together with hymns of brotherly love 
and social service and the abounding joy of 
[251] 



THE CHURCH SCHOOL 

living, are in place here. The great pictures 
may be restudied and the power of art appre- 
ciation may be cultivated. Dickinson's "The 
Education of a Music Lover," 1 and KrehbiePs 
' ' How to Listen to Music ' ' 2 are helpful in cul- 
tivating a good musical taste. 

Senior Departments wishing to organize 
choruses and music clubs will be able to get val- 
uable suggestions from a "Syllabus for Sec- 
ondary Schools, 1910, Music,' ' New York State 
Educational Department, Albany, New York, 
and from A. G. Marshall, Maidstone Orchestral 
Association, Hatton House, Hatton Gardens, 
London. Ditson, Schirmer, John Church, No- 
vello, Gray, Fischer are names which guarantee 
a high grade of music. 

Many of the students of this department will 
be graduates of high schools where there have 
been opened up to them fields of inquiry and 
methods of study which they are sure to take 
over into the realms of religion. The church 
must not permit these young people to be 
taught by teachers ignorant of general history 
and modern science, and unfamiliar with the 
great literature of the world, and the great 
masterpieces of music and art. The best edu- 
cated people in the community must be called 
into the teaching service of the church. 

The college must prepare young people to re- 
turn to their communities trained to teach re- 
ligion in their own homes and in the churches 

1 *$1.50, Charles Scribner's Sons, New York. 
2 *$1.25, Charles Scribner's Sons, New York. 
[252] 



SENIOR DEPARTMENT 

of their communities. A church college that 
does not render this service has no excuse for 
existing, and is certainly not entitled to denomi- 
national support. 

1 Until the church places skilled teachers in 
charge of its young men and women it need not 
expect to hold them through such courses as 
have been listed above ; and courses less broad 
will fail to meet the religious needs of young 
people and of course will fail to hold their at- 
tendance. Classes held together by the social 
ability of the teacher may be valuable as sewing 
guilds and literary clubs, but they do not meet 
the religious needs and are therefore inade- 
quate unless in addition to social qualifications 
the teacher also possesses educational and spir- 
itual qualities that build the class into a reli- 
gious organisation training young men and 
women for a great social task, in the name of 
the Lord and for his sake. 

It will not do for the church to ask, Where 
shall we get teachers? The church must make 
teachers. That is why church colleges exist. A 
preacher who cannot train teachers is unpre- 
pared for his task. We shall continue to lose 
our young men and women until theological 
seminaries, church colleges, preachers and 
church boards come to recognize that religious 
education is their task, and that it cannot be 
delegated to the untrained, although well- 
meaning, members of the congregation. 



[253] 



THE CHURCH SCHOOL 

5. Expbessional Activities 
The most gracious and intimate comradeship 
must now exist between young men and women 
_ . _ and their parents. There must be 

a. In the Home x . 

common problems, common inter- 
ests and common ideals. 

The young folks must be allowed to entertain 
their guests in the home, and it should be the 
delight of parents to contribute to the pleasure 
of the young people. But there should be no 
idleness. There should be a serious purpose 
in life, and the young men and women should 
contribute their part to the work of the house- 
hold and its support. 

It is important that young people who go to 
college immediately identify themselves with 

b in c 11 ^ e l° ca l cnnrcn - It is a fatal mis- 
take to allow four years to elapse 
without participating in the regular work of 
the church. College Christian Associations are 
not satisfactory substitutes. Parents and 
Christian workers connected with institutions 
of higher learning should have deep concern 
for the religious life of this period. 1 

(1) Religion Must be Taught in Church Col- 
leges. There is at the present time an organ- 
ized effort led by the Religious Education 
Association to put courses in religion back into 
denominational colleges. Only a few church 
colleges are teaching religion. They are teach- 

1 See ' ' Eeligion as a Liberal Culture Subject, ' ' Beligious 
Education, April, 1912, and "Eeligion and the Curriculum," 
Beligious Education, December, 1913. 

[254] 



SENIOR DEPARTMENT 

ing the same subjects that state universities 
teach, and their students are forced to absorb 
religion from the atmosphere of the college 
chapel, the Christian Associations, etc. Now 
that state universities are surrounding them- 
selves with student pastors, Divinity houses, 
and Christian Associations, the denominational 
colleges must either go out of business or begin 
to perform a task for society which the state 
school cannot do. That task is to teach religion 
in every year of the college course. 

There is now a demand upon church colleges 
for the following types of courses : 

(a) Courses for students in the College of 
Liberal Arts who wish to elect those biblical 
and educational subjects which will prepare 
them for future responsibilities as parents and 
citizens and enable them to participate intelli- 
gently in the religious and moral activities of 
the communities in which they may reside. 

(b) Courses for ministerial students who 
wish to master the problems of religious educa- 
tion while pursuing their Liberal Arts and the- 
ological courses. 

(c) Courses for students wishing to become 
specialists in the various lines of religious edu- 
cation demanded by the modern church. 

(2) Religion a Fundamental Human Need. 
If our colleges are to contribute to the social 
wellbeing of the nation they must build their 
courses of study on the basis of human needs. 
But there is no human need more vital, more 
[255] 



THE CHURCH SCHOOL 

permanent, more continuous or more universal 
than the moral and religious need. 

What are the needs of college students? 
They enter college boys and girls of eighteen 
and leave with their diplomas at twenty-two. 
The college gets them just when they are open- 
ing out into young manhood and womanhood, 
and it is the privilege of the college to give the 
final coloring to their views of the world and 
of life. At no other period are they more in 
need of counsel, sympathy and advice. 

To consider them as mature men and women, 
and group them into classes in charge of bud- 
ding doctors of philosophy, whose chief inter- 
est is scholarship, instead of character; to 
grind them through science, sociology, philoso- 
phy and ethics and raise the critical problems 
which tend to disturb the simple faith of their 
childhood, and then to turn them over in their 
perplexity and doubt to the voluntary Bible 
class taught by some upper classman who has 
"found himself,' ' is the very height of aca- 
demic brutality. 

Students should live rich, full religious lives 
during their college courses, and the college 
which disturbs the moral and religious moor- 
ings of childhood must not laugh in derision at 
the student's troubles, and talk learnedly of 
the student 's ' ' finding himself, ' ' of reconstruc- 
tion, readjustment, etc. To take away the stu- 
dent's underpinning of faith and not build a 
new and stronger foundation is a course that 
cannot be defended. And yet our colleges are 
[256] 



SENIOE DEPARTMENT 

engaged in the work of shattering religious con- 
ceptions and either ignoring the consequences 
or holding joint sessions with Christian Asso- 
ciations to devise ways and means of unloading 
their victims onto voluntary classes in religion 
where amateurs will attempt to rebuild what 
professionalism has destroyed. 

The church must insist that it is the business 
of the faculty to meet the students' religious 
needs. To use Professor Burton's words, 
"The college owes it to them, and to the nation, 
that having taken the students under its care it 
shall not do less than its utmost to see that they 
leave the school confirmed in practical adher- 
ence to the highest moral principles. ' ' 

(3) The Nature of College Courses in Re- 
ligion. If the college is to teach religion it is 
necessary that the courses be suited to the 
needs of young people in middle adolescence. 
Critical courses in the Bible might be anything 
but religious. An emphasis on facts and dates 
and construction may give valuable informa- 
tion, but it does not necessarily give the reli- 
gious impulse. One might so critically study 
the four Gospels as entirely to lose sight of the 
great life recorded in these books. It is possible 
to study the Bible as literature and get little 
religious value from the experience. Much the 
same results might be secured from the study 
of any other literature, and the scientific 
method might be secured from any of the 
sciences. 

There is certainly a place for this critical 
[257] 



THE CHURCH SCHOOL 

study, but that place is in the graduate school 
and not in the undergraduate years. The un- 
dergraduate needs the results of research, not 
the methods and processes. The Bible can be 
taught with a different emphasis. It may be so 
taught that out from all its biography, history 
and literature there will come the God con- 
sciousness. And if this sense of the presence 
of Grod can so possess the student as to have a 
compelling influence in his future conduct, then 
the teaching will have religious value. 

The logical analysis of ethical and religious 
problems must not be allowed to take the place 
of the concrete, personal presentation of truth 
such as the Bible contains. We seldom reason 
ourselves into righteousness. The imagination 
and the emotions respond to the great truths of 
life most readily when presented through great 
personalities. A sincere, sympathetic teacher, 
presenting the great literature of the Hebrews, 
may teach the heart to respond to and appro- 
priate the noble and the ennobling things of life. 
Dr. Henry N. Snyder in an address before the 
Religious Education Association in 1910 made 
it very clear that "if the study of the Bible is 
to be of distinctly religious value, it must con- 
cern itself with the study of personalities pos- 
sessed by religious ideals and controlled by the 
religious spirit/' 

Such study can be thorough, though it need 
not be exhaustive. It will be cultural and per- 
fectly worthy of college credit. It will not 
leave its results in tangible form on the teach- 
[258] 



SENIOR DEPARTMENT 

er's grade book, but it will show itself in a vital- 
ized life seeking for truth in all realms, and 
living the truth in all sincerity. 

While it is always hard to modify well-es- 
tablished traditions, especially college tradi- 
tions, there are many evidences which indicate 
that colleges will give religion its adequate 
place in the curriculum as rapidly as textbooks 
and faculty members of the newer type can be 
prepared. 

When the colleges begin to send out to the 
churches ministers competent to superintend 
their church schools and train their teachers, 
and when they turn back to the local communi- 
ties annually college graduates with a deep in- 
sight into God's Word and a knowledge of how 
to teach it to their own and their neighbor's 
children, the problem of trained leadership will 
have been solved. 

(1) Worship. The emotional life must be 
nourished by the regular church service. The 
c in the service of worship must be admin- 

church school i s tered in the beauty of holiness. 
There must be beauty, sublimity and grandeur 
all heading up in the uplift and joy of the sense 
of the presence of God in the soul. The "thirst 
for the personal realization of God" must be 
met by the experience of worship. 

Those who would hold young men and women 

through the regular service of the church must 

plan to put into the service that food for which 

the young men and women have a soul hunger, 

[259] 



THE CHITECH SCHOOL 

and they must plan to give the young people 
some active part in the service. 

The worship service in the Senior Depart- 
ment of the church school should not be re- 
garded as a substitute for the regular church 
service. It should be a brief service of real 
worship planned especially for the Senior 
grades, fitting into the lesson themes and re- 
lated to their daily tasks. 

(2) Classroom Expression. The class work 
of Senior pupils should provide for free discus- 
sion, reports, debates and essays. The teacher 
should carefully plan the lesson and direct the 
discussion. 

No time should be taken for the social life of 
the class. The order of exercises should be 
something like the following: 

Brief opening prayer 

Class roll call 

Collection 

Class announcements (this item should never 
exceed Hive minutes) 

Lesson study period (this must be uninter- 
rupted) 

Closing prayer 

(3) Group Philanthropic and Social Expres- 
sion. The social service of this period now be- 
comes intensely practical. The young people 
want to do real work ; they also want to see re- 
sults. Their ministry should now take prac- 
tical and definite form. While the class teacher 
directs the group activities, the group itself 
must in a very real sense be doing its own work, 

[260] 



SENIOE DEPARTMENT 

and it must have the joy of actually having part 
in real, present-day problems. 

It must be kept in mind that the young people 
of this department are soon to be handed over 
to the regular societies maintained by the 
church. It is important, therefore, that they 
be introduced to these organizations during the 
Senior period. In turn the various societies of 
the church should entertain the Senior groups 
and seriously and clearly set forth the object of 
the adult organization, its method of work and 
plan of organization, closing by extending to 
the young people an invitation to work with 
them when they finish their Senior course. The 
church school should not think its work is done 
until each Senior student is actively identified 
with some of the adult organizations of the 
church. It is necessary that every convert be 
immediately set to work and kept at work. 
Home has aptly said, "The idle convert is in 
graver danger than the unconverted idle." * It 
is extremely important that the classes of the 
Senior Department share in all the philan- 
thropies and missionary activities of the 
church, and that they contribute from their 
class funds toward the support of every phase 
of the work of the local church. This insures 
an intelligent participation in the same activi- 
ties in later years. 

The Senior class that puts a new carpet on 
the church floor, buys new song books for the 
church, or purchases and unveils a great mas- 

1 Psychological Principles of Education, p. 359. 
[261] 



THE CHURCH SCHOOL 

terpiece of art for the church auditorium, will 
have a love for the church which could not be 
implanted in any other way. Work begets af- 
fection. We soon come to love the church if 
we can be set to work in a definite way for the 
church. 

"There are one or two points of difference, 
however, between the kind of things which 
young men and women should be given to do 
and those provided for boys and girls. Young 
people may be asked to assume definite respon- 
sibility for work. Young people may teach 
Sunday-school classes, lead mission study 
classes, assist in settlements, boys' and girls' 
groups, and in playground work. They may also 
be organized to meet special needs in the char- 
ity, philanthropic and benevolent work of the 
community and church. They will rally par- 
ticularly to the suggestion of the support of 
some special object in the mission field, as a 
teacher in a school, or the endowment of a room 
in a hospital, or the care of some children in an 
orphanage. 

"We should also seek to interest them in the 
problems and principles which underlie the 
needs of the work. Their tendency to philoso- 
phize about everything shows that their minds 
are dwelling on bigger matters than the mere 
alleviation of a single case of poverty or sick- 
ness. This is the age also when pupils can 
begin to do what has ordinarily been called 
personal work, that is, speaking personally to 
friends and acquaintances regarding the re- 

[262] 



SENIOR DEPARTMENT 

ligious life, which, of course, is but another 
form of altruistic service. In the same man- 
ner, they may be interested in the spiritual 
needs of the people of the world and new mo- 
tives may be aroused for adequately support- 
ing the missionary enterprise. ' ' * 

The young people of any community will 
usually consist of three groups, as follows: 

Those who have left school to go to work at 
the close of the grammar-school period. Many 
of these are now attending night school or tak- 
ing correspondence courses in a commendable 
effort to pass from the ranks of unskilled labor 
into the higher salaried class of skilled 
laborers. 

Massachusetts found that 25,000 boys and 
girls in the state between the ages of fourteen 
and sixteen were not in school. It appointed a 
commission to ascertain the cause. The report 
of this commission shows that five- sixths of 
these boys and girls had not completed the 
grammar school; one half had not completed 
the seventh grade and one fourth had not com- 
pleted the sixth grade. The report also showed 
that to every one that goes into an occupation 
that is worth while, more than four enter a mill 
or factory, or don a messenger suit, or wear a 
cash girPs uniform. They seldom receive more 
than five dollars a week and they reach the 
height of their power before they are twenty. 

Children without training cannot enter 
skilled employment and those who leave school 

1 Pilgrim Teacher, April, 1913, p. 232. 
[263] 



THE CHUECH SCHOOL 

to seek employment must enter unskilled occu- 
pations. One of the most familiar of these 
occupations is that of cash girl in our large de- 
partment stores. Commenting on this class the 
report says: " Stoop shouldered and narrow 
chested, often bloodless and much under devel- 
oped we find her on her feet from morning un- 
til night jostled about in the crowd, ordered 
here and there by the clerks with their constant 
cry of 'cash, cash'; and not unfrequently sub- 
jected to the harsh rebukes of a floor walker 
because she cannot be in two or three places at 
the same time. What is the hope for these little 
girls? ' There isn't any hope,' said one em- 
ployer, 'we must have girls with greater intelli- 
gence behind the counters.' And so the little 
cash girl spends a year or two of her life for 
what? She has learned nothing except pos- 
sibly a good measure of slang and rudeness. 
She has in all probability lessened her physical 
strength. She is sixteen or seventeen years of 
'age and she can no longer live on $3.00 or $3.50 
per week and she must seek something else. 
With no experience, or training, she is obliged 
to enter some other unskilled occupation, and 
her only chance in any of these is to rise to a 
wage of $6.00 or $7.00 or possibly $8.00 or $9.00 
if she is unusually fortunate. With no interest 
in her work aside from getting her weekly pay 
envelope, with an empty head under a picture 
hat, as some one has expressed it, her one su- 
preme thought is to marry, and her home — it 
will be the kind of a home we must expect of 
[264] 



SENIOR DEPARTMENT 

girls who are not trained to be more efficient. ' ' 
Government statistics for 1907 show that in 
seventy-two of the seventy-eight cities in the 
United States which have 50,000 inhabitants, 
more than one-third of all the girls between six- 
teen and twenty years of age are at work. In 
thirty-six of these cities more than one half are 
earning their living, and in eight cities the per- 
centages rise as high as 77 per cent of the total 
number of girls. At the present time in the 
United States 6,000,000 women are gainfully 
employed. Some skilled industries depend en- 
tirely upon their labor. The girl is the future 
mother of the race. Her health and training 
should, therefore, be matters of solicitude. 

We have seen that the greatest portion of 
the boys and girls who quit school to enter pro- 
ductive employments are forced to enter un- 
skilled industries. This would not of itself be 
a calamity if the surroundings were wholesome, 
and if it were possible to rise from the unskilled 
to the skilled industries. But the older em- 
ployees with whom the children must be associ- 
ated in unskilled labor are not suitable com- 
panions for growing children and usually the 
low-grade industries are schools of vice rather 
than virtue. A very thorough canvass of em- 
ployees doing skilled labor shows that not one 
out of five was secured from the ranks of un- 
skilled labor. This being the case it is clear 
that we have not saved a boy when we have 
started him out as a messenger boy at $4.00 per 
week. Neither has a girl been started on the 
[265] 



THE CHURCH SCHOOL 

upward road when she secures a position as 
cash girl in a department store. 

The Massachusetts Board of Industrial Edu- 
cation found after examining the income of 
3157 families whose children had left school to 
work that 76 per cent were able to send their 
children to school three or four years longer. 
Fifty-five per cent of the parents declared they 
would send their children to trade schools if 
they had the opportunity. The fact that corre- 
spondence schools and evening schools are so 
well patronized is conclusive evidence of the 
willingness of the boys and girls to take every 
means to secure training for the skilled indus- 
tries. 

It is clear that the church must help create 
public sentiment that will modify the tradi- 
tional high-school course and introduce indus- 
trial and practical courses of training. The 
church must also encourage night schools, and 
every other means of assisting young people 
into the ranks of the skilled workers. Most im- 
portant of all, the church must give these young 
people religious instruction and provide for 
them a social life that will center around the 
church. 

Those who have finished the high school be- 
fore going into active work. These young 
people occupy the better paid positions such as 
stenographers, bookkeepers, clerks, foremen, 
etc. They too must be related to the great 
church family and made to feel that they have 
a home and real friends there. Those who are 
[266] 



SENIOE DEPARTMENT 

to worship together and carry on the social 
service of a great church must live together in 
the most intimate of social relationships. 

Some Senior Departments organize the 
young men and women into evening classes for 
athletic training, having the shop girls on cer- 
tain evenings, the office girls on other evenings, 
etc. In this way they minister to divergent 
social groups without creating any class feel- 
ing. 

Those who have attended college. These 
young people should furnish the leadership for 
the group life of the other classes. They can 
teach classes, coach basketball teams, and lead 
in many of the activities which the church must 
launch if it is to give a rich social, intellectual 
and spiritual life to the young people just 
flowering out into manhood and womanhood. 

Each of these groups will present its specific 
problems for the church and the church school. 

6. Okganizatioit 

It is an undisputed fact that the young 
people's societies are reaching but a very small 
portion of the young people of the church and 
community. This failure may be accounted 
for, in part, by the following reasons : 

First, the societies usually have no definite, 
clearly defined purpose. They receive their 
plans of operation usually from denominational 
and national boards located in distant cities, 
not vitally connected with the life of the local 
church. 

[267] 



THE CHUECH SCHOOL 

Second, there is a great amount of overlap- 
ing of similar work for the same people, and a 
great drain on a few faithful workers who have 
to carry the load of most of the church organ- 
izations. 

Third, there is no definite method of trans- 
ferring workers from the societies to the regu- 
lar adult organizations of the church. 

Fourth, there is a lack of systematic promo- 
tion. Less than half of the church schools have 
a regular promotion system and very few 
churches provide for the promotion of young 
people systematically from the Junior to the 
Intermediate and then on into the Senior soci- 
eties. And the Senior society is rare that grad- 
uates its workers regularly into the adult life 
of the church. 

Children must come to feel that they are too 
old for a given society and drop out and take 
their chances of being invited into the older 
groups. 

The weakness in our present system seems 
to grow out of the fact that all organizations 
are independent, having no central, intelligent 
system, defining what part of one great pur- 
pose each is to accomplish. 

The plan advocated in this book secures the 
unification of all educational agencies through 
the Educational Committee, whose executive 
officer is the superintendent, or better, Director 
of Religious Education. 

Working under the leadership of the Direc- 
tor of Eeligious Education there would be the 
[268] 



SENIOR DEPARTMENT 

following officers and committees of the Senior 
Department. 

a. Department superintendent. This officer 
should plan the general work of the depart- 
ment, prepare in detail the program of worship, 
hold teachers ' meetings for the directing of the 
work of the class teachers, and assume general 
supervision of the group organizations which 
are formed within the department for social 
purposes. There is as much need of definite 
supervision here as in the elementary depart- 
ments. The curriculum provided for Senior 
students must be intelligently carried out. This 
will require instruction, and careful super- 
vision. Teachers' meetings are necessary not 
only for the success of the teachers now at work 
but also for the instruction of the cadets now 
in training for future service. 

The superintendent should prepare a plan 
book, and the teachers should prepare detailed 
outlines of each lesson. The plan book sugges- 
tions given in chapter VII will apply with equal 
force to the work of this department. 

b. Secretaries 

c. Class teachers. Young men's classes 
should usually be taught by men, and the young 
women's classes by women, but there may be 
exceptions to this rule. There will frequently 
be a place for a mixed class. The classes in 
this department should not exceed thirty mem- 
bers, and it is better if they can be much 
smaller. The classes must do systematic school 
work. Class contests and attendance cam- 

[269] 



THE CHURCH SCHOOL 

paigns usually indicate a weak educational pro- 
gram. Classes should be held together by the 
internal magnetism of well-graded lessons skil- 
fully taught. Class loyalty should never be al- 
lowed to convert a teacher into a feudal lord 
who dares to assert his independence of the rest 
of the school. The school must be a democracy 
in which the majority rules, and the teachers of 
the Senior Department must not be exceptions. 

d. Officers of organized classes 

e. Cabinet of young people representing the 
various social and expressional organizations 
which have been formed within the department 
with the approval of the Committee of Educa- 
tion. 

f. Directors of Young People's Work. Large 
churches may well employ directors of young 
people 's work who will devote all their time to 
the social, industrial and religious needs of the 
young men and women of the church. These 
officers would be under the general supervision 
of the director of religious education. 

7. Pkogeam 

The Sunday program of this department will 
be as follows : 

Part 1. Period of Devotion 
Part 2. Period of Lesson Study 
Part 3. Period of Instruction and Training 
in Christian Service. This period will care for 
the work now attempted by Endeavor Societies, 
Leagues and Young People's Unions. It may 
be necessary in some places to hold this third 
[270] 



SENIOR DEPARTMENT 

period at another hour, or even on a week day, 
but the ideal time is in connection with the de- 
votional and lesson periods. If but an hour 
and a half can be given to the church school, the 
time should be divided as follows : 
9 : 30- 9 :50 — Worship suited to the spiritual 

needs of young men and women 
9 : 50-10 : 20— Study of regular lesson for the 

day 
10 : 20-10 : 50 — Period devoted to group expres- 

sional work related to the lesson 

subject on one side and to the 

daily life of the class on the other 

side 
10 : 50-11 : 00— Recess 
11 : 00-12 : 00 — Regular church service in which 

the young people are expected to 

participate actively. 
This arrangement secures the attendance of 
all who are in the church school at the young 
people's expressional services. It secures a 
correlation of instruction and expression, and 
finally, it secures a unity of supervision that 
prevents overlapping of agencies. 

8. Equipliext 

This department needs an assembly room, 
separate classrooms, library of reference 
books, blackboard, maps and a few appropri- 
ate and beautiful pictures. A stereopticon is 
invaluable. It can be used to illustrate the les- 
son topics. It may also furnish an occasional 

[271] 



THE CHURCH SCHOOL 

social program and add interest to general de- 
partment programs and lectures. 

If there are not facilities for both school and 
social center, the needs of the school should be 
conserved first, for the school rooms may serve 
as an acceptable social center, but a social cen- 
ter is always unfit for school purposes. 1 

CLASSIFIED BOOK LISTS FOE THE 
SENIOR DEPARTMENT 

1. Books foe Teachees of Senior Students 

Religious Education, Februar3 T , 1913, 65c. Religious Edu- 
cation Association, Chicago. 

Religious Education, February, 1912, 65c. Religious Edu- 
cation Association, Chicago. 

Cressey, The Church and Young Men, *$1.25. Fleming H. 
Revell Co., New York. 

MacCunn, The Making of Character, *$1.25. The Macmil- 
lan Co., New York. 

Latimer, Girl and Woman, *$1.50. D. Appleton & Co., 
New York. 

Brown, The Young Man's Affairs, *$1.00. T. Y. Crowell 
Co., New York. 

Reisner, Social Plans for Young People, *75c. Methodist 
Book Concern, New York. 

Chesley, Social Activities for Men and Boys, *$1.00. As- 
sociation Press, New York. 

King, The Moral and Religious Challenge of Our Times, 
*$1.50. The Macmillan Co., New York, N. Y. 

Bradford, The Messages of the Masters, *65c. T. Y. Crow- 
ell Co., New York. 

Matheson, Representative Men of the Bible, 3 vols., *$1.00 
each. George H. Doran Co., New York. 
1 For a discussion of the architecture of the modern depart- 
mental church school building see article on "Sunday School 

Architecture," by Herbert F. Evans, in the Sunday School 

Encyclopedia, Thomas Nelson & Sons, New York. 

[272] 



SENIOR DEPARTMENT 

Matheson, Representative Women of the Bible, 3 vols., 
*$1.00. George H. Doran Co., New York. 

Mathews, History of New Testament Times in Palestine, 
$1.00. The Maemillan Co., New York. 

Judges and Ruth — New Century Bible, *90c. Oxford Uni- 
versity Press, New York. 

Pastoral and General Epistles — New Century Bible, *90c. 
Oxford University Press, New York. 

Hastings, Dictionary of the Bible, $5.00. Charles Scrib- 
ner's Sons, New York. 

Kent, Historical Bible, 6 vols., $1.00 and $1.25 each. 
Charles Scribner's Sons, New York. 

Burgess, Life of Christ, *$1.00. University of Chicago 
Press, Chicago. 

Speer, The Marks of a Man, 50c. Geo. H. Doran Co., New 
York. 

Walker, Great Men of the Christian Church, *$1.25. Uni- 
versity of Chicago Press, Chicago. 

Edersheim, Jewish Social Life, *50c. Geo. H. Doran Co., 
New York. 

Grant, The Peasantry of Palestine, *$1.50. Pilgrim Press, 
Boston. 



2. Missionary Books foe Senior Grades 

Goodrich, The Coming China, *$1.50. A. C. McClurg & 
Co., Chicago. 

Hayward, Bermuda, Past and Present, *$1.25. Dodd, 
Mead & Co., New York. 

Ferriman, Turkey and the Turks, *$3.00. James Pott & 
Co., New York. 

Zwemer, Unoccupied Mission Fields, $1.00. Student Vol- 
unteer Movement, New York. 

Underwood, Call of Korea, *75c. Fleming H. Revell Co., 
New York. 

Johnston, Opening up of Africa, *50c. Henry Holt & Co., 
New York. 

Vedder, Christian Epoch Makers, *$1.20. American Bap- 
tist Publication Society, Philadelphia. 

[273 ] 



THE CHUECH SCHOOL 

Speer, South American Problems, *75c. Student Volunteer 
Movement, New York. 

Lindsay, Cuba and Her People Today, $3.00. L. C. Page & 
Co., Boston. 

Sears, Redemption of the City, *50c. American Baptist 
Publication Society, Philadelphia. 

Barton, Daybreak in Turkey, *$1.50. Pilgrim Press, Bos- 
ton. 

Walker, Great Men of the Christian Church, *$1.25. Uni- 
versity of Chicago Press, Chicago. 



3. Books foe Study and Home Reading of 
Senioe Students 

Beveridge, The Young Man and the World, *$1.50, D. Ap- 

pleton & Co., New York. 
Bryce, The Hindrances to Good Citizenship, *$1.15. Yale 

University Press, New Haven, Conn. 
Canfield, The College Student and His Problems, *$1.00. 

The Macmillan Co., New York. 
Dole, The American Citizen, *80c. D. C. Heath & Co., 

Boston. 
Dunn, The Community and the Citizen, *75c. D. C. Heath 

& Co., Boston. 
Eliot, The Durable Satisfactions of Life, **$1.00. T. Y. 

Crowell Co., New York. 
Hadley, Standards of Public Morality, *$1.00. The Mac- 
millan Co., New York. 
McLeod, A Young Man's Problems, 50c. A. Flanagan Co., 

Chicago. 
Parsons, Choosing a Vocation, *$1.00. Houghton, Mifflin 

Co., Boston. 
Rollins, What Can a Young Man Dof *$1.50. Little, 

Brown & Co., Boston. 
Roosevelt, Applied Ethics, *75c. Harvard University 

Press, Cambridge, Mass. 
Stoddard and Yendes, What Shall I Dof $1.00. Hinds, 

Noble & Eldredge, New York. 

[274] 



SENIOR DEPARTMENT 

Strong, The Times and Young Men, *75c. Doubleday, Page 
& Co., Garden City, N. Y. 

Warner, The Young Woman in Modern Life, *85c. Dodd, 
Mead & Co., New York. 

Washington, Character Building, *$1.50. Doubleday, Page 
& Co., Garden City, N. Y. 

Wilbur, Everyday Business for Women, *$1.25. Hough- 
ton, Mifflin Co., Boston. 

Wilson, Making the Most of Ourselves, *$1.00. A. C. Me- 
Clurg & Co., Chicago. 

Hyde, The College Man and the College Woman, *$1.50. 
Houghton, Mifflin Co., Boston. 

Drysdale, Helps for Ambitious Girls, 75e. T. Y. Crowell 
Co., New York. 

Hillis, A Man's Value to Society, $1.20. Fleming H. 
Eevell Co., New York. 

Hillis, Great Books as Life Teachers, $1.20. Fleming H. 
Eevell Co., New York. 

Henderson, Social Duties, *$1.25. University of Chicago 
Press, Chicago. 

Mathews, Getting on in the World, *$1.50. Scott, Fores- 
man & Co., Chicago. 

Drysdale, Helps for Ambitious Boys, 75c. T. Y. Crowell 
Co., New York. 

Brown, The Modern Man's Religion, *$1.00. Pilgrim 
Press, Boston. 

Daniels, The Furnishing of a Modest Home, $1.00. Atkin- 
son, Mentzger & Co., Chicago. 

Terrill, Household Management, *$1.50. American School 
of Home Economics, Chicago. 

Upton, The Standard Operas, $1.75. A. C. McClurg & Co., 
Chicago. 

Upton, The Standard Concert Guide, $1.75. A. C. Mc- 
Clurg & Co., Chicago. 

Henderson, What is Good Music? *$1.00. Charles Serib- 
ner's Sons, New York. 

Bolton, Poor Boys Who Became Famous, $1.50. T. Y. 
Crowell Co., New York. 

Bolton, Girls Who Became Famous, $1.50. T. Y. Crowell 
Co., New York. 






THE CHUECH SCHOOL 

(See Elmendorf, "Some Things a Boy of 
Seventeen Should Have an Opportunity to 
Read," in American Monthly Review of Re- 
views, 1903, vol. 28, p. 713, and Baldwin, The 
Book Lover, $1.00, A. C. McClurg & Co., Chi- 
cago. Chapter XIII gives a list of one hundred 
Best Books for Senior and Adult reading.) 

4. Refekence Books foe Bible Study 

a. Old Testament 

Hastings, Dictionary of the Bible, *$5.00. Charles Scrib- 

ner's Sons, New York. 
Smith, Old Testament History, $2.50. Charles Scribner's 

Sons, New York. 
Kent, A History of the Hebrew People, 2 vols., *$1.25 each. 

Charles Scribner's Sons, New York. 
Sayce, The Early History of the Hebrews, *$2.25. The 

Macmillan Co., New York. 
Kent, Biblical Geography and History, *$1.50. Charles 

Scribner's Sons, New York. 
Houghton, Hebrew Life and Thought, *$1.50. University 

of Chicago Press, Chicago. 
Cornill, The Prophets of Israel, *$1.00. Open Court Pub- 
lishing Co., Chicago. 

b. Life of Christ 

Mathews, History of New Testament Times in Palestine, 

•$1.00. The Macmillan Co., New York. 
Sanday, Outlines of the Life of Christ, *50c. Charles 

Scribner's Sons, New York. 
Stevens and Burton, Harmony of the Gospels, *$1.00. 

Charles Scribner's Sons, New York. 
Schurer, History of the Jewish People in the Time of Jesus 

Christ, *$8.00. Charles Scribner's Sons, New York. 
The Apocrypha, Revised Version, 75c. Thomas Nelson & 

Sons, New York. 

[276] 



THE CHURCH SCHOOL 

Josephus, Works, one volume, $1.50. E. P. Dutton & Co., 
New York. 

Morrison, The Jews Under Rome, *$1.50. G. P. Putnam's 
Sons, New York. 

Edersheim, Jewish Social Life, *50c. George H. Doran 
Co., New York. 

Maekie, Bible Manners and Customs, 75e. Fleming H. 
Revell Co., New York. 

Stewart, The Land of Israel, $1.25. Fleming H. Revell 
Co., New York. 

Delitzsch, Jewish Artisan Life in the Time of Jesus, 75c. 
Funk & Wagnalls Co., New York. 

Kent, History of the Jewish People, $1.25. Charles Sex-to- 
ner's Sons, New York. 

Edersheim, Life and Times of Jesus the Messiah, 2 vols., 
$2.00 set. Longmans, Green & Co., New York. 

Burton and Mathews, Constructive Studies in the Life of 
Christ, *$1.00. University of Chicago Press, Chicago. 

Weiss, The Life of Christ, 3 vols., *$6.75. Charles Scrib- 
ner's Sons, New York. 

Gilbert, The Student's Life of Jesus, *50c. George H. Do- 
ran Co., New York. 

Gilbert, Jesus, *$1.50. The Macmillan Co., New York. 

c. Apostolic Age 

Gilbert, Short History of Christianity in the Apostolic Age, 
*$1.00. University of Chicago Press, Chicago. 

Weinel, St. Paul, the Man and His Work, *$2.50. G. P. 
Putnam's Sons, New York. 

Taylor, Peter, the Apostle, $1.50. Harper & Brothers, New 
York. 

Ramsay, St. Paul the Traveller and the Roman Citizen, 
*$3.00. G. P. Putnam's Sons, New York. 

Purves, Christianity in the Apostolic Age, *$1.25. Charles 
Scribner's Sons, New York. 

Ferris, The Formation of the New Testament, *90e. Amer- 
ican Baptist Publication Society, Philadelphia. 

Yon Soden, The History of Early Christian Literature, 
$1.50. G. P. Putnam's Sons, New York. 

[277] 



THE CHUBCH SCHOOL 

Fisher, The Beginnings of Christianity, $2.50. Charles 
Scribner's Sons, New York. 

Smith, Historical Geography of the Holy Land, *$3.75. 
George H. Doran Co., New York. 

Hodge, New Testament Authors and Their Work, *30c. 
A. G. Seiler, New York. 

Stevens and Burton, Harmony of the Gospels, *$1.00. 
Charles Seribner's Sons, New York. 

Burton, A Short Introduction to the Gospels, *$1.00. Uni- 
versity of Chicago Press, Chicago. 



"1 * H "i "I 

► liflf Jlllllllt' Hum i. i . ■■■■■mAS 



Young Men's Class for Study and Discussion. 








Class of young men meeting for Bible study. 



CHAPTER X 
THE ADULT DEPARTMENT 

1. Scope 

This department includes all persons in the 
church school who are over twenty years of 
age. 

2. OitGAisrizATioisr 

1 The Adult Department organization should 
consist of a superintendent, secretaries, and 
teachers of the various classes. 

The Adult Department retains but one of the 
three activities of the church school. When stu- 
dents from the Senior Department were handed 
over to the Adult Department at twenty years 
of age they were given active and definite work 
in the regular societies and functions of the 
church. From this time on the regular church 
services will provide for the devotional expres- 
sion, and Brotherhoods, Mission Bands, Aid 
Societies, etc., will furnish adequate channels 
for carrying the religious impulse out into so- 
cial expression. The church school hands the 
expressional activity over to the church, retain- 
ing only the work of instruction. 

Each class should maintain a very simple 
class organization, but under no circumstances 
[279] 



THE CHUBCH SCHOOL 

should an adult class duplicate the machinery 
of any of the regular organizations of the 
church. 

It may be that there are many vestigial or- 
ganizations attached to the church which have 
sprung into being to serve a definite purpose 
and remain bedecked with the glory of their 
achievements after their function has been per- 
formed. These organizations must find new 
functions or be disbanded in the interest of an 
efficient church. The church should clearly de- 
fine its mission in a community and then organ- 
ize and maintain just such societies as will 
contribute to its mission. The church school 
must train workers to carry on the work of 
these societies. 

When one reads the report of an adult class 
demonstration (such, for example, as the one 
at Philadelphia reported in "The Sunday 
School at Work," pp. 163 to 179), he is led to 
wonder what there was left for a church to do, 
or who would be left to do it. And when in 
succeeding chapters of the same book * he reads 
of the advantages of the federation of adult 
classes, he is at a loss to know how there could 
be an additional federation of churches. 

The organized adult class should confine it 
self to the instruction which is needed by work- 
ers in the various societies maintained by the 
church. On the other hand, the organizations 
of the church should hand over to the adult de- 
partment of the church school all types of in- 

1 Pages 180 to 188. 

[280] 



ADULT DEPARTMENT 

struction. This includes the missionary so- 
cieties and social service groups. 

3. The Religious Needs op an Adult 

A well balanced Christian character cannot 
be maintained without the cultivation of the in- 
tellect, the emotions and the will. Starbuck has 
denned Christianity as the religion of whole- 
mindedness. The whole-minded Christian must 
know God, love God, and obey God. Eeligion 
must pass from belief, through the affections, 
out into conduct. The diet for the religious life 
of an adult must include food for his intellect, 
food for his emotions and food for his will. 
The classes in the Adult Department of the 
church school will furnish intellectual food ; the 
music and ritual of the devotional service of 
the church together with the edifying sermon 
will give expression to the emotions, and the 
social service program of the church will carry 
the religious ideas and impulses over into con- 
duct. 

Adult class workers should read Coe, "The 
Eeligion of a Mature Mind," Cope, "The Effi- 
cient Layman,' ' and Wood, "Adult Class 
Study." These books give clear and scholarly 
statements of the psychology of the adult mind. 

The church must help the adult to solve his 
problems. If the problems are intellectual the 
church must go into the philosophy and psy- 
chology of religion, primitive and comparative 
religion, and resolve doubts by enlarging the 
vision. If the problems are practical, social, 
[ 281 ] 



THE CHUBCH SCHOOL 

the church must study the ethics of Jesus, the 
economics of the kingdom of God on the earth, 
etc. In other words, the church which minis- 
ters to the spiritual needs of men and women 
of differing temperaments, education, occupa- 
tions, social stations, etc., must offer a large 
number of elective courses in which each may 
find help for his particular problems. 

4. The Kinds of Classes Maintained 

There will be in every school many men and 
women who cannot easily be interested in thor- 
a. variety of oughgoing study courses. Busy 
Appeal housewives, hard-working men who 

"fall asleep over their books'' if they try to 
study at the close of a day's toil, get much 
profit from the Auditorium Class, the Men's 
Bible Class, or the Women's Bible Class, etc. 
The teaching is expository in style and "many 
helpful thoughts are brought out. ' ' 

There are, however, many people who cannot 
be retained in such classes and there is a serv- 
ice which by their very nature such classes can- 
not perform. 

To meet the needs of the various types of 
people in the church there must be elective 
b. An Eiec- courses covering a large range of 

tive Program subjects. 

The classification in the Adult Department 
should be by subjects rather than by age or sex. 
A program of elective studies should be offered 
which would stimulate the entire congregation 
to study and investigation. By directing the 
[282] 



ADULT DEPAETMENT 

reading of the community the church can in a 
large measure determine the ideals of the com- 
munity. 

At the opening of each year the Educational 
Committee should circulate a syllabus setting 
forth the courses which could be offered during 
the year, the names of the teachers, time classes 
would meet, etc. Cards can then be sent to the 
members of the church asking them to check the 
subjects which they are willing to pursue dur- 
ing the coming year. These cards will indicate 
the courses in which there is community inter- 
est. Great care must be taken to find leaders 
for these study groups who will be able to ap- 
peal to the best talent in the church. The 
classes may recite on Sunday or during the 
week. 

5. Elective Coukses 

The following will indicate the wide range of 
electives from which choice may be made de- 
pending upon the local needs, available faculty, 
etc. The Book lists are suggestive of the type 
of literature which should be used in such 
classes. 

a. Biblical subjects. A large number of 
courses are available. See Wood's Adult Class 
Study, 75c. (Pilgrim Press, Boston) for a list- 
ing of courses. "Graded Textbooks for the 
Modern Sunday School," sent free by Reli- 
gious Education Association, Chicago, contains 
annotated lists of texts. 

b. Teacher training. See Chapter XII of 
this volume. 

[283] 



THE CHURCH SCHOOL 

c. Social Service. See pamphlet on "The 
Church and Social Work," by William 0. 
Easton, Director of Instruction, Central Y. M. 
C. A., Philadelphia, for outlines of work and 
valuable bibliography. 

d. Philosophy of Religion 

Watson, The Philosophical Basis of Religion, *$3,00. The 
Macmillan Co., New York. 

Holding, The Philosophy of Religion, *$3.50. The Mac- 
millan Co., New York. 

Royce, The Philosophy of Loyalty, *$1.50. The Macmillan 
Co., New York. 

Caird, Introduction to the Philosophy of Religion, *$1.50. 
The Macmillan Co., New York. 

Fairbairn, The Philosophy of the Christian Religion, 
*$3.50. The Macmillan Co., New York. 

e. Psychology of Religion 

Coe, The Spiritual Life, $1.00. Fleming H. Revell Co., 
New York, 

Jones, Studies in Mystical Religion, *$3.50. The Macmil- 
lan Co., New York. 

Inge, Faith and its Psychology, *75c. Charles Scribner's 
Sons, New York. 

Pratt, The Psychology of Religious Belief, *$1.50. The 
Macmillan Co., New York. 

Starbuck, The Psychology of Religion, $1.50. Charles 
Scribner's Sons, New York. 

Steven, The Psychology of the Christian Soul, *$1.50. 
George H. Doran Co., New York. 

Galloway, Principles of Religious Development, *$3.00. 
The Macmillan Co., New York. 

Inge, Christian Mysticism, *$2.50. Charles Scribner's 
Sons, New York. 

James, Varieties of Religious Experience, *$3.20. Long- 
mans, Green & Co., New York. 

Ames, The Psychology of Religious Experience, *$2.50. 
Houghton, Mifflin Co., Boston. 

[284] 



ADULT DEPAETMENT 

Davenport, Primitive Traits in 'Religious Revivals, *$1.50 
The Macmillan Co., New York. 

f. History of Christianity 

Moncrief, A Short History of the Christian Church, *$1.50. 
Fleming H. Revell Co., New York. 

Walker, Great Men of the Christian Church, *$1.25. Uni- 
versity of Chicago Press, Chicago. 

Paton, Christ and Civilization. National Council of Evan- 
gelical Free Churches, London. 

Brace, Gesta Christi; or, A History of Human Progress 
Under Christianity, *$1.00. George H. Doran Co., New 
York. 

Clarke, Events and Epochs in Religious History, $2.00. 
Houghton, Mifflin Co., Boston. 

Hurst, A Short History of the Christian Church, $3.00. 
Harper & Brothers, New York. 

g. Christianity and Missions 

Dennis, The New Horoscope of Missions, *$1.00. Fleming 
H. Revell Co., New York. 

Hall, Christ and the Human Race, *$1.25. Houghton, Mif- 
flin Co., Boston. 

Clarke, A Study of Christian Missions, $1.25. Charles 
Scribner's Sons, New York. 

Slater, Missions and Sociology, Elliott Stock, London. 

Keen, The Service of Missions to Science and Society, 10c. 
American Baptist Foreign Mission Society. 

Warneck, The Living Christ and Dying Heathenism, 
*$1.75. Fleming H. Revell Co., New York. 

Tenney, Contrasts in Social Progress, 85c. E. P. Tenney, 
publisher, Nahant, Mass. 

Morrison, New Ideas in India During the Nineteenth Cen- 
tury, *$1.60. The Macmillan Co., New York. 

Jones, India, Its Life and Thought, *$1.00. Geo. H. Do- 
ran Co., New York. 

Okuma, Fifty Tears of New Japan, *$7.50. E. P. Dutton 
& Co., New York. 

[285] 



THE CHUBCH SCHOOL 

Lang, The Expansion of the Christian Life. Blackwood & 

Sons, London. 
King, The Moral and Religious Challenge of Our Times, 

*$1.50. The Macmillan Co., New York. 
Creighton, Missions, Their Rise and Development, *50c. 

Henry Holt & Co., New York. 
Zwemer, Unoccupied Mission Fields of Africa and Asia, 

$1.00. Student Volunteer Movement, New York. 
Johnston, The Opening up of Africa, *50e. Henry Holt & 

Co., New York. 

h. History of Moral and Religious Education 

Laurie, Historical Survey of Pre-Christian Education, 

*$2.00. Longmans, Green & Co., New York. 
Monroe, A Text-Book in the History of Education, *$1.90. 

The Macmillan Co., New York. 
Hoyt, Studies in the History of Modern Education, *$1.50. 

Silver, Burdett & Co., New York. 
Symonds, A Short History of the Renaissance in Italy, 

*$1.75. Henry Holt & Co., New York. 
Adams, The Church and Popular Education, 50c. Johns 

Hopkins Press, Baltimore. 
Browning, Introduction to the History of Educational 

Theories, *50c. A. S. Barnes & Co., New York. 

i. Comparative Religion 

Jevons, Comparative Religion, *$1.50. The Macmillan Co., 

New York. 
Brinton, Religions of Primitive Peoples, *$1.50. G. P. 

Putnam's Sons, New York. 
De Groot, The Religion of the Chinese, $1.25. The Mac- 
millan Co., New York. 
Clark University Lectures, China and the Far East, 

**$2.00. T. Y. Crowell Co., New York. 
Rhys-Davids, Buddhism: Its History and Literature, 

*$1.50. G. P. Putnams' Sons, New York. 
Menzies, A History of Religion, *$1.50. Charles Scrib- 

ner's Sons, New York. 
Ragozin, Vedic India, *$1.50. G. P. Putnam's Sons, New 

York. 

[286] 



ADULT DEPABTMENT 

Oldenberg, Buddha. Maclehose & Sons, Glasgow. 
Steindorif, Religion of the Ancient Egyptians, *$1.50. G. 

P. Putnam's Sons, New York. 
Bagozin, Media and Babylon, *$1.50. G. P. Putnam's 

Sons, New York. 
Peters, Early Hebrew Story, *$1.25. G. P. Putnam's Sons, 

New York. 
Moore, History of Religions, *$2.50. Charles Seribner's 

Sons, New York. 
Boas, The Mind of Primitive Man, *$1.50. The Macmillan 

Co., New York. 
Webster, Primitive Secret Societies, *$2.00. The Macmil- 
lan Co., New York. 
Giles and others, Great Religions of the World, *$2.00. 

Harper & Brothers, New York. 

j. Theory of Moral and Religious Education 

MacCunn, The Making of Character, *$1.25. The Mac- 
millan Co., New York. 

Adler, The Moral Instruction of Children, $1.50. D. Ap- 
pleton & Co., New York. 

Dewey, Moral Principles in Education, *35e. Houghton, 
Mifflin Co., Boston. 

Mark, Individuality in American Education, *$1.50. Long- 
mans, Green & Co., New York. 

Rugh and others, Moral Training in the Public Schools, 
*$1.50. Ginn & Co., Boston. 

Sadler, Moral Instruction and Training in Schools, 2 vols., 
*$1.50 each. Longmans, Green & Co., New York. 

Spiller, Papers on Moral Education Communicated to the 
First International Moral Education Congress. David 
Nutt, London. 

Coe, Education in Religion and Morals, *$1.35. Fleming 
H. Revell Co., New York. 

Home, The Psychological Principles of Education, *$1.75. 
The Macmillan Co., New York. 

k. Church Administration 
Church polity, duties of officers, finance, etc. 
Such a book as Mathews' "Scientific Manage - 
[ 287 ] 



THE CHURCH SCHOOL 

ment in the Churches" (50c, University of 
Chicago Press) might introduce a course of 
this kind. 

1. Missionary Countries and Missionary 
Biography 

Jaekel, The Lands of the Tamed Turk, $2.50. L. C. Page 
& Co., Boston. 

Lindsay, Cuba and Her People Today, $3.00. L. C. Page 
& Co., Boston. 

Goodrich, The Coming China, *$1.50. A. C. McClurg & 
Co., Chicago. 

Clement, Handbook of Modern Japan, *$1.40. A. C. Mc- 
Clurg & Co., Chicago. 

Ober, Our West Indian Neighbors, *$2.00. James Pott & 
Co., New York. 

Winter, Chile and Her People of Today, $3.00. L. C. Page 
& Co., Boston. 

Holderness, Peoples and Problems of India, *50c. Henry 
Holt & Co., New York. 

Walker, Great Men of the Christian Church, *$1.25. Uni- 
versity of Chicago Press, Chicago. 

Gracey, Eminent Missionary Women, 75c. Methodist Book 
Concern, New York. 

Blaikie, The Personal Life of David Livingstone, 50c. 
Fleming H. Revell Co., New York. 

McDowell and others. Effective Workers in Needy Fields, 
50c. Student Volunteer Movement, New York. 

Beach, Knights of the Labarum, 25c. Student Volunteer 
Movement, New York. 

m. Religious Art 

Puffer, The Psychology of Beauty, *$1.25. Houghton, Mif- 
flin Co., Boston. 

Coffin, How to Study Pictures, *$2.00. Century Co., New 
York. 

Noyes, The Enjoyment of Art, *$1.00. Houghton, Mifflin 
Co., Boston. 

[288] 



ADULT DEPABTMENT 

Gordon, ^Esthetics, *$1.50. Henry Holt & Co., New York. 
Singleton, Great Pictures Described by Great Writers, 

$1.60. Dodd, Mead & Co., New York. 
Addison, The Art of the Dresden Gallery, *$2.00. L. C. 

Page & Co., Boston. 
Bailey, The Great Painters' Gospel, $2.00. W. A. Wilde 

Co., Boston. 

n. Sacred Music 

The music leaders of the church must come 

from this class. 

Lorenz, Practical Church Music, *$1.50. Fleming H. Rev- 
ell Co., New York. 

Mason, A Guide to Music, *$1.25. Doubleday, Page & Co., 
Garden City, N. Y. 

Butterworth and Brown, The Story of the Hymns and 
Tunes, $1.50. American Tract Society, New York. 

Mason, The Appreciation of Music, $1.50. Doubleday, 
Page & Co., Garden City, N. Y. 

o. Parents' Problems 

In connection with the discussion of the va- 
rious departments of the church school in this 
volume there is listed a number of books for 
parents of children in the various grades. 
Many of these are suitable for texts in parents ' 
classes. St. John, " Child Nature and Child 
Nurture" (50c, Pilgrim Press, Boston) is a 
splendid introductory book for a class of this 
character. See book lists accompanying Chap- 
ters IV-XI. 

p. Child Psychology 

Books on this subject are listed elsewhere in 
this volume. 

[289] 



THE CHURCH SCHOOL 

6. The Chukoh College 

It will often be advisable to group the courses 
into four years of prescribed work, with oppor- 
tunity for graduate study. Churches entering 
upon definite social service programs will find a 
church college necessary to give the background 
of information needed to sustain and give in- 
telligent direction to the work. 

The Year Books of St. Bartholomew's Par- 
ish, New York, Westminster Presbyterian 
Church, Buffalo, N. Y., and St. George's 
Church, New York, show the tendency of the 
modern church to meet adequately the educa- 
tional and social needs of society. The Rich- 
mond Avenue Church of Christ, Buffalo, N. Y., 
offers courses in Church Finance, Church 
Evangelism, Missions, Community Service, 
Bible School Problems, Church Polity. 

It is important that the work of the Adult 
Department be thoroughgoing. Standard text- 
books should be studied and the courses should 
cover sufficient time to insure a mastery of the 
themes under discussion. 

7. Class Loyalty 

There should be developed in every church 
school a number of men and women who are ex- 
perts in their subjects. Teaching the same 
courses from year to year they develop power 
and skill in their respective fields. Students 
should not be expected to take the same course 
over from year to year. The loyalty should be 

[290] 



ADULT DEPARTMENT 

to the subject matter, rather than to the class 
or teacher. 

The classes should be kept small so that ef- 
ficient work can be done. When the group 
grows beyond thirty it ceases to be a class and 
becomes an audience; the teacher ceases to 
teach and begins to preach. Large classes are 
not complimentary to either the teacher or the 
school. The best interests of individual pupils 
require classes small enough for individual su- 
pervision and frequent recitations from stu- 
dents. The efficiency of a church school is often 
in inverse ratio to the size of its statistical re- 
port. A school should grow no faster than its 
supply of trained teachers increases. 

8. The Sunday Peogeam 

Those classes of the adult department which 
recite on Sunday should assemble one hour be- 
fore the regular Sunday morning service. 
After a very brief devotional service they 
should be dismissed to their various classes for 
the weekly lesson. From the individual class- 
rooms they will adjourn to the morning 
worship of the congregation. The Adult 
Department should have its own assembly, not 
uniting with the other departments of the 
church school. 



[291] 



CHAPTEE XI 
THE HOME DEPAETMENT 

1. Scope and Okganization 

The work of the Home Department will di- 
vide itself into two divisions : (1) supervising 
the home work of those taking courses in any 
grade of the church school, looking after ab- 
sentees from the departments, etc., and (2) pro- 
viding and supervising reading courses for 
those who are unable to attend the church 
school. The organization of the department 
would, therefore, be as follows : 

a. General superintendent 

b. Supervisors of home work of children. At 
least one person should be selected from each 
department of the church school. These work- 
ers would attend the regular sessions of the 
department, be present at the department 
teachers ' meetings and study the needs of their 
respective departments so that they could intel- 
ligently supervise the home work and give the 
parents an intelligent appreciation of what the 
school is trying to do for the children. Parents 
may be induced to take the same work which 
their children are taking, the work being, of 
course, on a higher level. This would give in- 

[292] 



HOME DEPARTMENT 

telligent parental direction to the work of the 
children. 

c. Supervisors of home study courses for 
adults. Many adults cannot attend the church 
school and others are interested in courses 
which the school cannot provide. One pastor 
reports that he has secured the reading of over 
135,000 pages of religious literature during the 
past two years by means of such an organiza- 
tion of the Home Department of the church 
school. The following report blank suggests a 
method of supervising and crediting this home 
reading : 

Roll Number Date enrolled 191. . 

Name of Reader 

Name of Book 

Read carefully and with open mind. 

For books borrowed from the superintend- 
ent a fine of 5c. will be charged for each week or 
fraction thereof that the book is kept after 
191 

Credit will be given only to those who answer 
the following questions: 

1. When did you begin the reading? 191. . 

2. When did you finish the reading? 191. . 

3. Did you find the book too difficult? 

4. In what way was the book most helpful to you? (Do 
not use more than fifty words in this answer) 

5. Give in this space your opinions of the book 

I have read carefully the above-named book and have 

given the answers to the best of my ability. 

Signed 

Residence 

Date 

[293] 



THE CHURCH SCHOOL 

2. Supervision of the Home Work of Children 
Those who supervise the home work of chil- 
dren are able to enter the homes of the com- 
munity because of an interest in the children. 
These workers take a survey of the home en- 
vironment of the children, interest parents in 
the classes in the Adult Department of the 
church school, and also give them an insight 
into the plans and purposes of the classes in 
which their children are enrolled. 

The Cradle Eoll workers belong to this 
group, giving their attention to children under 
four years of age. Other Home Department 
workers continue the supervision through the 
departments of the church school. 

The book lists connected with the different 
departments in this volume should be familiar 
to the workers in this department. In addition 
to these lists the following books will be found 
helpful. 

1. Books for Mothers and Fathers to Use in 
Sex Instruction 

Talmey, Genesis, *$1.50. Practitioners' Publishing Co., 
New York. 

A manual for the instruction of children in matters 
sexual. Part One deals with general lessons, for par- 
ents, teachers, doctors, etc., and Part Two gives les- 
sons of instruction as they would apply to children of 
ages from infancy to eighteen years of age. 

Lowry, Confidences, *50c. Forbes & Co., Chicago. 

The story of the renewal of life told first from the 
standpoint of the flowers and birds and then of the 
mother and baby. For younger children. 

[294] 



HOME DEPARTMENT 

Latimer, Girl and Woman, $1.50. D. Appleton & Co., New 
York. 
An excellent book for mothers and daughters. Simple 
but good authority from a medical standpoint. 
Trewby, Healthy Boyhood, *40c. Longmans, Green & Co., 
New York. 

A simple and positive talk on the importance of 
healthy boyhood. 
Hall, Biology, Physiology and Sociology of Reproduction, 
$1.00. Wynnewood Publishing Co., Chicago. 

A little more technical than "From Youth to Man- 
hood," but will be very helpful for fathers and teach- 
ers of average intelligence. Best for middle and later 
adolescence. 
Zenner, Education in Sexual Physiology and Hygiene, 
*$1.00. Stewart and Kidd Co., Cincinnati, Ohio. 

This book is written by a physician for the purpose 

of preventing disease. First part, lectures to school 

children and college boys; second part, lectures to 

teachers and parents. 

Henderson, Eighth Year Book of the National Society for 

the Study of Education, 2 parts, each 75c. University 

of Chicago Press, Chicago. 

2. Books on the Cabe and Training of 
Children 

Shearer, The Management and Training of Children, 
•$1.50. The Macmillan Co., New York. 
A very great help for earnest parents in the manage- 
ment and training of their children. 
Harrison, A Study of Child Nature, $1.00. Chicago Kin- 
dergarten College, Chicago. 
A series of talks to mothers and teachers on the train- 
ing of the child during his first years of life. Dis- 
cussed from the threefold standpoint of body, mind 
and soul. 
Weigle, The Pupil and the Teacher, *50c. George H. Doran 
Co., New York. 
Written for the teacher, but especially helpful to the 
[295] 



THE CHURCH SCHOOL 

parent who wants to know and understand the natural 
development of children. 

St. John, Child Nature and Child Nurture, *50c. Pilgrim 
Press, Boston. 

A little book for parents' classes, mothers' clubs, train- 
ing classes for teachers of young children and for 
home study. 

DuBois, The Natural Way in Moral Training, $1.25. Flem- 
ing H. Revell Co., New York. 

The book is written from the standpoint of "child nur- 
ture" and discusses from this standpoint nurture by 
atmosphere, light, food and exercise. Someone has 
called it a book of "spiritual hygiene." 

Key, The Century of the Child, *$1.50. G. P. Putnam's 
Sons, New York. 

This book deals with the child's education from the 
standpoint of heredity, environment, the home, and 
the child's religious instruction. 

Hodges, The Training of Children in Religion, *$1.50. D. 
Appleton & Co., New York. 

Very good for the mother to have when the child be- 
gins to ask the first questions concerning God. Con- 
tains a good chapter on prayer and its influence in 
child life. 

Rishell, The Child as God's Child, 75c. Methodist Book 
Concern, New York. 

This book assumes that the child is always God's child 
and is a plea for the religious rights of the child. 
Very good for both parents and church-school teachers. 

Abbott, Gentle Measures in the Management and Training 
of the Young, $1.25. Harper & Brothers, New York. 
The principles on which a firm parental authority may 
be established and maintained, without violence or 
anger, and the right development of the mental and 
moral capacities be promoted by methods in harmony 
with the structure and character of the juvenile mind. 
A very valuable book. 

[296] 



HOME DEPARTMENT 

3. Supervision of the Home Work of Adults 
This phase of the home department work 
seeks to increase the study of God's Word 
among persons not enrolled in the church 
school. Eev. E. Morris Fergusson gives a 
splendid treatment of this part of the Home 
Department in ' ' The Sunday School at Work, ' ' 
pp. 239 to 263. Chapter V in Irving King's 
"Education for Social Efficiency " should be 
read by all Home Department workers. Pro- 
fessor Votaw's survey of "Progress of Moral 
and Religious Education in the American 
Home" is of inestimable value to workers in 
this department. 

The scope of this department must be as wide 
as the church school, and reading and exten- 
sion courses should be provided for those who 
wish to do systematic reading under the direc- 
tion of the church. The church that can deter- 
mine the books circulated in a community will 
eventually determine the ideals of the com- 
munity. 



[297] 



CHAPTER XII 

THE TEACHER TRAINING DEPART- 
MENT 

The entire church should be in the church 

school studying the various problems pertain- 

^ J . J ing to the welfare of the Kingdom, 

i. Candidate ° ° ' 

for Teacher but not everyone has the time and 
ability to prepare for the teaching 
service of the church school. Small classes of 
persons having peculiar fitness for teaching 
should be selected and specially trained in the 
science and art of teaching religion. 

It must be recognized that only thorough- 
going, substantial work will increase the effi- 
2. Require- ciency of teachers. Catechization, 
?McheJ or memory drills, and convention en- 

Training thusiasm are not substitutes for 

hard study, and reaL practice under criticism. 
It requires much hard study to become a trained 
teacher. A teacher should own or at least read 
many books. 

Every teacher should continue his study as 

long as he continues his class. There is no 

better mark of a good teacher than 

3. A Teacher's . ,., " „ i 1 l 

Growing a growing library 01 good books. 

Through reading circles, week-day 

classes, monthly meetings for review of new 

[298] 




Class of young women. This attractive room is abundantly 
supplied with all necessary equipment and is free from inter- 
ruption. 




A primary superintendent training her group of assistants. 



THE TEACHER TRAINING 

books, etc., the teacher may be encouraged in 
the study of the problems of his class and the 
school. 

The teacher 's library should be well bal- 
anced. To begin with, every teacher should 
own a self-pronouncing American Revised 
Bible, a standard one-volume dictionary of the 
Bible, one good book on the child and one on 
organization and management, and one or more 
special books on the department in which the 
teacher works. To this initial library the 
teacher should add two or three good books 
each year, selecting them from the various 
fields of child study, methodology and subject 
matter. 

In addition to his professional growth a 
teacher should provide for his general culture 
by reading books on church history, missions, 
etc. 

The minimum equipment for a teacher- 
training class should be : 

a. One set of accurate maps of 
for E a "tSSSV biblical lands 

Training Class ^ ^ blackboard 

c. One dictionary of the Bible 

d. At least fifteen volumes of reference 
books suited to the subject studied 

e. A separate classroom 

a. Two years' course in local school. Each 
local church school should maintain training 
s. courses of classes within the regular session of 
Tra?ning r the school. It must be kept in mind 

classes fl^ teacher training requires 

[299] 



THE CHUBCH SCHOOL 

knowledge, observation and practice, and an 
adequate course of training must provide for 
all these elements. The following course is 
recommended : 

(1) The course should include a definite 
number of units of work. 1 A unit is one recita- 
tion hour of not fewer than forty-five minutes 
in length, based on a lesson assignment requir- 
ing a minimum of two hours for the lesson 
preparation. 

(2) The units should be distributed over 
three fields as follows : 

(a) Biblical. 

(b) Child psychology, principles and meth- 
ods of teaching, with provision for observation 
and practice teaching. If the course is spread 
over two years there will be several Sundays in 
each year available for observation and prac- 
tice work. 

(c) Organization and management. Not 
more than half of the units should be selected 
from any one field, the other portion being di- 
vided between two remaining fields. 

b. An Advanced Course of Two Years. 
Large church schools, City Institutes and 
schools of methods will be able to extend 
the teacher's preparation two additional 
years. 

For this course additional units are re- 

1 The usual number at present for this preliminary course 
is 50 units. There is some discussion as to the advisability of 
increasing the number. In the opinion of the author the num- 
ber should be raised to 80 units. 

[300] 



THE TEACHER TRAINING 

quired. 1 The course should be distributed over 
three fields, as follows: 

(1) Material of instruction elected from 

(a) Biblical studies. 

(b) Missions, including missionary biog- 
raphy. 

(c) Church history. 

(d) History, philosophy and psychology of 
religion. 

(e) Christian ethics. 

(2) Religious education, including special 
methods for departmental work, with provision 
for observation and practice teaching. 

(3) Organization and administration. 

Not more than half of these units should be 
elected from any one field, the other portion 
being divided between the two remaining fields. 

c. A Collegiate Course in Religious Educa- 
tion. All church colleges should be urged to 
offer regular credit courses in religious edu- 
cation for the purpose of furnishing leaders 
for the training work in the local churches and 
city institutes of religious education. The work 
should be distributed among the following sub- 
jects : 

Biblical introduction, history and literature ; 
organization and methods of religious educa- 
tion ; theory and history of religious and moral 
education ; and selected courses in comparative 
religion, church history, ethics, etc. 

Many colleges now have an arrangement by 
which they cooperate with the State Board of 

1 Here again, the author would recommend 80 units. 
[301] 



THE CHURCH SCHOOL 

Education in preparing teachers to fulfil the 
requirements for a State Teacher's Certificate. 
An analagous plan might well be worked out 
between the college and the denominational 
agencies for religious education, to prepare col- 
lege students for places of lay leadership in the 
churches. 1 

Textbooks for all teacher-training courses 
should be standard, though non-technical, 
* ™. xt works, giving clear and adequate 

6. The Nature « ±1 ± t -. 

of the surveys 01 the topics discussed, 

Textbooks J a. • 

even though iewer topics are 
studied. The biblical courses, for example, 
should consist of an intensive study of some 
section of the Bible with special regard to the 
use of the Bible in teaching; e. g\, Old Testa- 
ment, the Life of Christ, or the Apostolic Age. 
The class should be so taught as to develop the 
capacity to investigate, to use reference books, 
dictionaries, maps, etc. A year spent on some 
good standard text in some of these fields would 

1 An arrangement of college subjects is here suggested. Out 
of the 120 hours required for a baccalaureate degree thirty 
hours of work in subjects related to religious education may 
be selected, as follows: 

(1) Biblical Introduction, History and Literature, 8 hours. 

(2) Organization and Methods of Eeligious Education, 6 
hours. 

(3) Theory and History of Eeligious and Moral Education, 
8 hours. 

(4) Electives selected from: Comparative Eeligion, Church 
History, Psychology and Philosophy of Eeligion, Social Teach- 
ings of Jesus, Sacred Music, History of Christian Missions, 8 
hours. 

[302] 



THE TEACHER TRAINING 

give a rich fund of biblical knowledge and fur- 
nish a method of study for all future years. 

In like manner, a knowledge of child psychol- 
ogy and pedagogy cannot be secured in a single 
year, but the study may be so prosecuted dur- 
ing the year as to introduce the student to the 
rich field of investigation and give a knowledge 
of the literature of the subject for future years 
of study. 

This plan is designed to develop a teaching 
force for the future. The present teachers at- 
7 . source of tend workers ' conferences and 
Tra?nfn| for sorne of them may be induced to 
classes j ^ n classes which meet during the 

week, but the teachers of the future are in the 
Sunday school of today. This plan proposes 
that certain classes specialize in the Senior and 
Adult Departments and that students prepar- 
ing to be teachers enter special classes in bib- 
lical or professional subjects instead of the 
other classes maintained by the departments. 

A four years' course of study might be so 
planned as to enable a student to do all the 
work required for both the certificate and the 
diploma without greatly multiplying classes, or 
requiring many additional teachers. The regu- 
lar biblical lessons in the graded courses for 
the advanced grades are entirely adequate as a 
basis for the teacher-training class, though 
this work should be supplemented by special 
study of the value of different kinds of biblical 
material for purposes of teaching. 

Every church should select from its member- 
[303] 



THE CHURCH SCHOOL , 

ship those young people who have the peculiar 
graces of mind and heart which would fit them 
to become superior church-school teachers. 
These young people should be shown the dig- 
nity of the teaching service of the church. 
They should be made to feel that to be selected 
as one worthy to be the teacher of the childhood 
of the congregation is the highest honor which 
could come to a member of any church. They 
should be made to feel that their talents are 
God-given. They should be made to feel that 
they have been called to the teaching service of 
the church. The dedication of their lives to this 
great task of religious education should be 
made the occasion of special service on the part 
of the church. A formal service of dedication 
should be held at the regular church hour. 
The prospective teachers should pledge their 
lives to the religious nurture of the children of 
the congregation and the congregation should 
formally pledge to support the teachers with 
their sympathy, and with all the funds neces- 
sary to prepare for their work and adequately 
to carry it forward when their training course 
is completed. This service is akin to the ordi- 
nation service of the ministers. Its effect is 
very marked upon both the teachers and the 
church. 

Young people from seventeen to twenty- 
three years of age are usually most satisfactory 
members of such a training class. The pastor, 
superintendent and church board must use 
great care in selecting the personnel of the 
[304] 



THE TEACHER TRAINING 

training class. While none should be excluded 
who have a desire to prepare to teach, the mat- 
ter must not be allowed to go by default. Some 
one must give this matter personal attention. 
A class thus selected and thus dedicated to their 
special work will pursue a four years' course 
with earnestness and they will develop into ef- 
ficient teachers of the youth of the church. 

AN OEDEE OF SEEVICE FOE THE DEDICATION OF 

YOUNG PEOPLE TO THE TEACHING SEEVICE 

OF THE CHUECH 

The sermon of the morning should place the 
child in the midst of the congregation and 
s. a Dedica- stress the importance of Christian 
tion service nurture. At the close of the service 
those who are to assume the responsibilities of 
teachers of the youth of the church will assem- 
ble before the minister for a consecration serv- 
ice. The following service is suggested: 

Prayer (by pastor or congregation). The following prayer 
by Walter Rauschenbusch 1 would be a beautiful intro- 
duction to this service : 

"We implore thy blessing, God, on all the men 
and women who teach the children and youth of 
our nation, for they are the potent friends and 
helpers of our homes. Into their hands we daily 
commit the dearest that we have, and as they make 
our children, so shall future years see them. 
Grant them an abiding consciousness that they are 
co-workers with thee, thou great teacher of hu- 
manity, and that thou hast charged them witE the 
holy duty of bringing forth from the budding life 
1 From Prayers of the Social Awakening, Pilgrim Press. 
[305] 



THE CHURCH SCHOOL 

of the young the mysterious stores of character 
and ability which thou hast hidden in them. 

"We bless thee for the free and noble spirit that 
is breathing with quickening power upon the edu- 
cational life of our day, and for the men and 
women of large mind and loving heart who have 
made that spirit our common possession by their 
teaching and example. But grant that a higher 
obedience and self-restraint may grow in the new 
atmosphere of freedom. We remember with grati- 
tude to thee the godly teachers of our own youth 
who won our hearts to higher purposes by the sa- 
cred contagion of their life. May the strength and 
beauty of Christ-like service still be plainly 
wrought in the lives of their successors, that our 
children may not want for strong models of devout 
manhood on whom their characters can be molded. 

"Do thou reward thy servants with a glad sense 
of their own eternal worth as teachers of the race, 
and in the heat of the day do thou show them the 
spring by the wayside that flows from the eternal 
silence of God and gives new light to the eyes of 
all who drink of it." 

Song— "We Love Thy Word, God." 

Minister: "They that are wise shall shine as the bright- 
ness of the firmament; and they that turn many to right- 
eousness as the stars for ever and ever." 

Congregation: We are setting you apart to teach our chil- 
dren and bring them into the fulness of the blessing of 
Christ. 

Teachers: We accept these children in the spirit of him 
who said, "Learn of me," looking to the Great Teacher as 
the Source of all wisdom. 

Congregation : Who is wise and understanding among you ? 
Let him show by his good life his works in meekness of 
wisdom. 

Minister: The wisdom that is from above is first pure, then 
peaceable, gentle, easy to be entreated, full of mercy and 
good fruits, without variance, without hypocrisy. 

[306] 



THE TEACHEE TRAINING 

Congregation: Pure religion and undefiled before our God 
and Father is this, to visit the fatherless and widows in 
their affliction, and to keep oneself unspotted from the 
world. 

Parents: Since all true religion must express itself in ac- 
tivity, in the home and at work, on the street and in play, 
we therefore, as parents, pledge our cooperation with you 
in the future training of our children in such a religious 
life. 

Church Officers: Believing that the future of the Church 
depends upon the efficiency of the church school, we 
pledge you the support of this church in all your efforts. 

Minister: In calling you to be teachers in the church school 
your church has given you the highest recognition which 
any congregation can confer upon its members. To be 
set before the childhood of the church as one worthy of 
being imitated carries with it a great responsibility, but 
it also brings a rare opportunity for transmitting one's 
highest ideals to the lives of those who are placed under 
his care. 

Teachers: Feeling keenly this responsibility, and appre- 
ciating this opportunity for service, we dedicate our in- 
tellects and our hearts, our time and our talents to the 
teaching service of our church, believing that the King- 
dom of heaven must come through teaching our boys and 
our girls "to do justly, and to love mercy, and to walk 
humbly with their God." 

Minister: May the Father bless you richly as you dedicate 
yourselves to the holy task of breaking the Bread of Life 
to the childhood and youth of the church. "Go ye there- 
fore, and make disciples of all the nations, teaching them 
to observe all things whatsoever I commanded you." 

Congregation: "And lo, I am with you always, even unto 
the end of the world." 

Pastor: Prayer of dedication. 

Just as rapidly as the colleges of the country 
can be induced to teach religion, just so rapidly 
will there flow back into the local churches men 

[ 307 ] 



THE CHUECH SCHOOL 

and women prepared for leadership in religious 

Teachers for education. The churches must be 
the Training urged to select out their most 
capable members and place them in 
charge of given branches of teaching; e. g., Old 
Testament History, Life of Christ, Apostolic 
Age, Child Psychology, Methodology, etc. 
These people, teaching the same subjects year 
after year, would soon become authorities in 
their fields, and young people, passing through 
a series of correlated courses, would receive a 
splendid training for the teaching service in the 
church. 

In addition to the best talent in the local 
church there are two other sources of leaders 
for the training classes within the church 
school : 

a. Director of Religious Education. Such a 
director could supervise the training of both 
old and new teachers. 

b. A Teaching Pastor. Churches unable 
to employ both a preaching pastor and a teach- 
ing pastor should call from the colleges and 
seminaries young men who have given special 
attention to the problem of religious pedagogy. 
Pastors who left college before such courses 
were offered as part of a minister's prepara- 
tion may attend Institutes and Summer Schools 
and read standard books on the subject and 
finally gain the ability to direct the training of 
church-school teachers. 

The great need in the church school now is a 
realization on the part of the ministry of the 
[308] 



THE TEACHER TRAINING 

real problem of Christian nurture. The time 
has come when churches should insist that pas- 
tors be skilled educators, that they devote time 
to the problems of the school, and that they pre- 
pare themselves to supervise the church school 
and train its teachers. 

City Institutes are being established for the 

purpose of federating the teacher training 

work of groups of churches, thus 

io. Coopera- * o • t j- 

tion with city providing types 01 specialization 
beyond the reach of most churches. 
It is highly desirable that such attempts at fed- 
eration have the support of all the schools in 
their territory. From such Institutes will 
come leaders for the teacher training work 
within the local church. 

BIBLIOGRAPHY 

R. E. A. Commission Report, Religious Education, Vol. IV, 
p. 87 ff. 

Knight, "The Training of Sunday School Teachers," Aims 
of 'Religious 'Education, pp. 276 if. 

Hurlbut and McFarland, "Sunday School Training Accom- 
plished by Sunday School Union of the M. E. Church/' 
Aims of Religious Education, pp. 283 fd. 

Streit, "The Nature and Extent of Pedagogic Training 
Necessary for Sunday School Teachers, Aims of Re- 
ligious Education, pp. 285 n\ 

Ballantine, "Character and Scope of Biblical Knowledge to 
be Expected of Sunday School Teachers," Aims of Re- 
ligious Education, p. 389 ff. 

Miller, Scott, Ainslie, "Training for Leadership in the 
Church," Christian Standard, Feb. 15th, 1913. 

Athearn, Training a City's Sunday School Teachers, Third 
Annual Announcement of the Des Moines (Iowa) Sun- 
day School Institute. 

[309] 



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